幼儿时代的语言学习,幼儿园准备,以及三年级的阅读成绩
Jessica A R Logan1, Shayne B Piasta1, Kelly M Purtell1
1The Ohio State University, Columbus, Ohio, USA.
Child development
|October 20, 2023
概括
幼儿教育中学前儿童的语言发展与幼儿园准备有关. 然而,当考虑字母知识等基本识字技能时,这种关联会减少.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 语言学的语言学.
背景情况:
- 幼儿教育在培养学业成功的基础技能方面发挥着至关重要的作用.
- 语言发展是一个复杂的技能,它支着新兴的识字能力和以后的阅读成就.
- 了解语言学习对学术成果的预测能力对于早期干预至关重要.
研究的目的:
- 为了调查学前儿童在一年的幼儿教育中获得的语言能力是否预测了幼儿园准备.
- 为了确定语言获取是否预测三年级的阅读成绩.
- 检查语言获取是否预测这些结果后控制新兴的识字技能 (字母知识,语音意识).
主要方法:
- 隐性变化得分模型被用于预先注册的研究.
- 724名学龄前儿童 (平均年龄57个月) 参与了调查.
- 在一年的幼儿教育中收集了纵向数据.
主要成果:
- 在孤立分析时,语言获取显著预测了幼儿园准备 (效果 = 0.24 SDs,p < .001).
- 在模型中包括字母知识和语音意识的收益时,语言收益对幼儿园准备的预测能力并不显著.
- 该研究没有报告3级阅读成就预测的具体发现.
结论:
- 虽然语言获取显示出与幼儿园准备的初始关联,但这种关系是由更基本的新兴识字能力介导的.
- 幼儿教育计划应专注于发展语言和基础识字技能,以获得最佳的学校准备.
- 需要进一步的研究来了解对3年级阅读成绩的长期影响.
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