在共享阅读期间的正写和语义学习:研究与早期文字阅读的关系
Savannah M Heintzman1, S Hélène Deacon1
1Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada.
概括
儿童在共同阅读中学习单词拼写的能力与他们的早期单词阅读技能有关. 这种拼写学习,而不是语义学习,预测了幼儿的阅读能力.
科学领域:
- 儿童发展 儿童发展
- 识字能力的获得 识字能力的获得
- 教育心理学教育心理学
背景情况:
- 众所周知,共享阅读有助于学前儿童的语义学习 (词汇获取).
- 然而,孩子们在共享阅读中获得拼写知识 (拼写) 的程度不太清楚.
- 在共享阅读期间的正写学习与早期的文字阅读技能之间的关系需要进一步研究.
研究的目的:
- 调查共享阅读期间语义和拼写学习的个体差异之间的联系.
- 为了确定在共享阅读期间的拼写学习是否预测学龄前儿童早期的文字阅读技能.
- 检查这些学习过程与基本的语音意识之间的关系.
主要方法:
- 适应自学模式的自学模式被用于学龄前儿童 (4-6岁).
- 孩子们听了一个故事书,其中包含了新的非单词名称,随后进行了评估.
- 措施包括语义和拼写选择测试,以及标准化的早期单词阅读和语音意识测试.
主要成果:
- 在共享阅读期间,拼写学习的个体差异与早期的文字阅读技能有显著的关联.
- 在共享阅读期间的语义学习与早期的文字阅读技能没有显著的关系.
- 这些发现甚至在控制年龄和语音意识后也是如此.
结论:
- 在共享阅读期间的正写学习是早期文字阅读能力的发展的一个重要因素.
- 该研究强调了拼写学习的重要性,除了语义学习,在共享阅读的背景下.
- 这些发现对理解共享阅读体验和识字发展之间的相互作用有意义,为教育实践提供了信息.
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