Mother-child joint writing and storybook reading: Relations with literacy among low SES kindergartners

被引：85

作者：

Aram, D ^{[1
]}

Levin, I ^{[1
]}

机构：

[1] Tel Aviv Univ, Sch Educ, IL-69978 Tel Aviv, Israel

来源：

MERRILL-PALMER QUARTERLY-JOURNAL OF DEVELOPMENTAL PSYCHOLOGY | 2002年 / 48卷 / 02期

关键词：

D O I：

10.1353/mpq.2002.0005

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Maternal mediation in joint writing was compared to storybook reading in terms of their relations with emergent literacy among kindergartners in a low Socioeconomic Status population. Joint writing was examined by dyadic writing. Storybook reading was assessed by storybook recognition. Children's literacy was measured by word writing and recognition, and phonological and orthographic awareness. Kindergarten teachers ranked the children's verbal, graphic, and mathematical abilities. After partialling out home environment measures and storybook reading, maternal writing mediation explained added variance of word writing/recognition and phonological awareness. Storybook reading explained added variance of verbal ability above home environment and maternal writing mediation. Mediation in joint writing is linked to reading and writing acquisition, and storybook reading is related to verbal abilities.

引用

页码：202 / 224

页数：23

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