ABSTRACT

We investigated the extent to which home literacy activities during the preschool year would predict the development of children’s language and literacy skills in primary school, in a highly transparent Finnish language. Also, the correlates of maternal literacy activities during preschool were examined. Literacy and language skills of 1,880 children (6-year-olds at the baseline) were tested at 5 time points from the beginning of preschool to the end of Year 2; mothers filled in questionnaires at the end of preschool. The results showed that home teaching of reading at preschool age predicted children’s emergent literacy (letter knowledge, word reading fluency) in primary school, while shared reading predicted oral language skills (vocabulary, listening comprehension). Moreover, early letter knowledge was related to both the maternal teaching of reading and shared reading, while maternal beliefs and expectations about their children’s schooling and competence were associated with more frequent engagement in the teaching of reading.

摘要

我们调查了学龄前家庭扫盲活动在多大程度上以高度透明的芬兰语语言预测了小学儿童语言和识字技能的发展情况。此外，还检查了学龄前母亲扫盲活动的相关性。从学龄前开始到第二年末，在5个时间点对1,880名儿童（基线为6岁）的识字和语言技能进行了测试；母亲在学龄前结束时填写了调查表。结果表明，学龄前的家庭阅读教学可以预测儿童的小学识字能力（字母知识，单词阅读流畅度），而共享阅读则可以预测口语技能（词汇，听力理解）。此外，