母亲和父亲对儿童文字阅读发展的代际影响
Germán Grande1, Tonje Amland2,3, Elsje van Bergen4
1Department of Education, Universityof Oslo, Oslo, Norway.
概括
父母的阅读能力可能会影响孩子的阅读,但家庭识字环境和母亲的参与显示出真正的环境影响. 这项研究解释了早期阅读发展中的遗传因素.
科学领域:
- 发展心理学 发展心理学
- 行为遗传学 行为遗传学
- 教育教育教育教育教育教育.
背景情况:
- 家庭识字环境 (HLE) 与儿童文字阅读的关联得到了充分证实.
- 遗传因素可能会混HLE读取关系,因为父母提供环境和遗传倾向.
- 以前的研究往往无法充分控制遗传影响或区分父母的贡献.
研究的目的:
- 研究家庭识字环境与儿童阅读发展之间的关系,同时控制遗传因素.
- 检查家长阅读能力,家庭识字资源和共享阅读活动对孩子阅读能力随时间推移的预测能力.
主要方法:
- 分析了242名儿童,193名母亲和144名父亲的数据.
- 在一年级和三年级评估了儿童的文字阅读;父母的文字阅读被评估了一次.
- 使用父母的阅读能力作为遗传代理和HLE (识字资源,共享阅读) 作为预测器.
主要成果:
- 母亲参与阅读活动和家庭识字资源预测了三年级的阅读技能,即使考虑到父母的阅读能力.
- 一年级到三年级之间的阅读发展率与HLE或父母的阅读技能没有显著的关联.
- 父母的阅读能力预测了孩子的文字阅读超出了他们最初的阅读能力.
结论:
- 这些发现强调了在HLE研究中控制遗传混的重要性.
- 识字资源和母亲的阅读参与表明了对儿童阅读的真正环境影响.
- 这项研究表明,家庭环境的特定方面对阅读能力有直接影响.
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