OUTCOMES OF AN EMERGENT LITERACY INTERVENTION IN HEAD-START

被引：330

作者：

WHITEHURST, GJ ^{[1
]}

EPSTEIN, JN ^{[1
]}

ANGELL, AL ^{[1
]}

PAYNE, AC ^{[1
]}

CRONE, DA ^{[1
]}

FISCHEL, JE ^{[1
]}

机构：

[1] SUNY STONY BROOK,DEPT PEDIAT,STONY BROOK,NY 11790

来源：

JOURNAL OF EDUCATIONAL PSYCHOLOGY | 1994年 / 86卷 / 04期

关键词：

D O I：

10.1037/0022-0663.86.4.542

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Classrooms of 4-year-olds attending Head Start were randomly assigned to an intervention condition, involving an add-on emergent literacy curriculum, or a control condition, involving the regular Head Start curriculum. Children in the intervention condition experienced interactive book reading at home and in the classroom as well as a classroom-based sound and letter awareness program. Children were pretested and posttested on standardized tests of language, writing, linguistic awareness, and print concepts. Effects of the intervention were significant across all children in the domains of writing and print concepts. Effects on language were large but only for those children whose primary caregivers had been actively involved in the at-home component of the program. One linguistic awareness subtest, involving the ability to identify the first letter and first sound of words, showed significant effects.

引用

页码：542 / 555

页数：14

共 61 条

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