Child and maternal contributions to shared reading: Effects on language and literacy development

被引：128

作者：

Deckner, DF ^{[1
]}

Adamson, LB ^{[1
]}

Bakeman, R ^{[1
]}

机构：

[1] Georgia State Univ, Dept Psychol, Atlanta, GA 30303 USA

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 2006年 / 27卷 / 01期

关键词：

shared reading; language development; emergent literacy; children's interest;

D O I：

10.1016/j.appdev.2005.12.001

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Fifty-five children and their mothers were studied longitudinally from 18 to 42 months to determine the effects of home literacy practices, children's interest in reading, and mothers' metalingual utterances during reading on children's expressive and receptive language development, letter knowledge, and knowledge of print concepts. At 27 months, children's interest and the rate of mothers' metalingual utterances during shared reading were assessed observationally, and mothers reported their home literacy practices. Children's language development was assessed at 30 and 42 months, and their letter knowledge and knowledge of print concepts were assessed at 42 months. Children's interest was strongly associated with the rate of mothers' metalingual utterances. Home literacy practices, children's interest, and the rate of mothers' metalingual utterances all predicted expressive language development. Home literacy practices predicted receptive language development, and children's interest predicted letter knowledge. The relative contributions of children and mothers to shared reading are discussed. (c) 2006 Elsevier Inc. All rights reserved.

引用

页码：31 / 41

页数：11

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