Effects of home literacy, parents' beliefs, and children's task-focused behavior on emergent literacy and word reading skills

被引：117

作者：

Stephenson, Kathy A. ^{[1
]}

Parrila, Rauno K. ^{[1
]}

Georgiou, George K. ^{[1
]}

Kirby, John R. ^{[2
]}

机构：

[1] Univ Alberta, Dept Educ Psychol, Edmonton, AB T6G 2G5, Canada

[2] Queens Univ, Kingston, ON K7L 3N6, Canada

来源：

SCIENTIFIC STUDIES OF READING | 2008年 / 12卷 / 01期

关键词：

D O I：

10.1080/10888430701746864

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We examined the effects of home literacy (shared book reading, teaching activities, and number of books), children's task-focused behavior, and parents' beliefs and expectations about their child's reading and academic ability on kindergarten children's (N = 61) phonological sensitivity and letter knowledge and on Grade I word reading. The results showed that, after controlling for nonverbal IQ and vocabulary, home literacy instruction prior to kindergarten, parents' beliefs about their children's reading ability, and children's task-focused behavior were significant predictors of two or more of the dependent variables. Storybook reading did not account for unique variance in any of the dependent variables.

引用

页码：24 / 50

页数：27

共 50 条

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