Preschool instruction and children's emergent literacy growth

被引:267
作者
Connor, Carol McDonald
Morrison, Frederick J.
Slominski, Lisa
机构
[1] Florida State Univ, Florida Ctr Reading Res, Tallahassee, FL 32301 USA
[2] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA
关键词
prekindergarten; language development; reading; early childhood development;
D O I
10.1037/0022-0663.98.4.665
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Preschoolers' (N = 156) classroom language and literacy experiences, defined across multiple dimensions, and their vocabulary and emergent literacy development were investigated. Videotaped classroom observations revealed substantial variability in amount and types of language and emergent literacy activities, across classrooms and for individual children within classrooms. Generally, more time in emergent code-focused activities was associated with preschoolers' alphabet and letter-word recognition growth, whereas more time in meaning-focused activities (e.g., book reading) was related to vocabulary growth. Only teacher- and teacher-child-managed activities were associated with alphabet and letter-word growth, whereas child-managed experiences, including play, were also associated with vocabulary growth. Overall, the effect size for student-level, code-focused instruction (small group) was about 10 times greater than was its classroom-level (whole-class) counterpart. There were Child X Instruction interactions, with the impact of different activities varying with preschoolers' incoming vocabulary and emergent literacy.
引用
收藏
页码:665 / 689
页数:25
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