摘要
从读写萌发的观点出发,采用横段和追踪设计,探讨了4至6岁学前儿童阅读相关知识、识字水平和故事理解水平的关系及其年龄发展特征。结果显示:在学前阶段,儿童已经掌握了一定阅读知识,具备了一定识字水平和故事理解水平;横断研究结果显示幼儿3种早期阅读技能之间有显著的正相关;但是根据追踪数据进行的路径分析发现,3种早期阅读技能只与半年后相对应的阅读技能有直接关系,而三者彼此之间并没有跨时间的直接关系。儿童早期阅读水平在学前阶段不断提高,而且其发展也有一定的连续性。
Based on emergent literacy perspective, the present study investigated the development of preschool children＇ s early literacy skills： knowledge about reading, character recognition and story comprehension, as well as the interrelationships among these skills. Both cress-sectional and longitudinal designs were employed. The results showed that preschool children as young as 4--6 years old had certain knowledge about reading. They knew some Chinese characters and could understand simple stories. In cress-sectional study, these early literacy skills were correlated with each other. But there were no direct cross time relationships among these early literacy skills. With age increasing, children＇s early literacy skills improved.
出处
《心理发展与教育》
CSSCI
北大核心
2008年第4期13-18,共6页
Psychological Development and Education
关键词
读写萌发
学前儿童
阅读
emergent literacy
preschool children
reading
