A PICTURE BOOK READING INTERVENTION IN DAY-CARE AND HOME FOR CHILDREN FROM LOW-INCOME FAMILIES

被引：542

作者：

WHITEHURST, GJ ^{[1
]}

ARNOLD, DS ^{[1
]}

EPSTEIN, JN ^{[1
]}

ANGELL, AL ^{[1
]}

SMITH, M ^{[1
]}

FISCHEL, JE ^{[1
]}

机构：

[1] SUNY STONY BROOK,DEPT PEDIAT,STONY BROOK,NY 11794

来源：

DEVELOPMENTAL PSYCHOLOGY | 1994年 / 30卷 / 05期

关键词：

D O I：

10.1037/0012-1649.30.5.679

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The effects of an interactive book reading program were assessed with children from low-income families who attended subsidized day-care centers in New York. The children entered the program with language development in standard English vocabulary and expression that was about 10 months behind chronological age on standardized tests. Children were pretested and assigned randomly within classrooms to 1 of 3 conditions: (a) a school plus home condition in which the children were read to by their teachers and their parents, (b) a school condition in which children were read to only by teachers, and (c) a control condition in which children engaged in play activities under the supervision of their teachers. Training of adult readers was based on a self-instructional video. The intervention lasted for 6 weeks, at which point children were posttested on several standardized measures of language ability that had been used as pretests. These assessments were repeated at a 6-month follow-up. Educationally and statistically significant effects of the reading intervention were obtained at posttest and follow-up on measures of expressive vocabulary.

引用

页码：679 / 689

页数：11

共 46 条

[1]

Adams M.J., 1990, LEARNING READ THINKI

[2]

ALEXANDER KL, 1988, MONOGRAPHS SOC R 218, V53

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