ABSTRACT

The overlapping waves model put forth by Robert Siegler emphasizes variability, adaptive choice, and gradual change in children’s problem solving. These concepts were applied to emergent reading of an alphabet book with pages of three difficulty levels. Ninety-one kindergartners completed tests of emergent literacy. Twice, about 12 weeks apart, they read the alphabet book with the examiner by completing the phrase “letter is for ___.” After reading, children were asked how they figured out the word on the page, with half of the pages queried each time. Children reported a variety of strategies, answered fastest on the easiest pages, reported more strategies on more difficult pages, and chose strategies adaptively. Strategies and accuracy increased over time. Multiple regression showed graphophonemic strategies to be a mediator between emergent literacy skills and accuracy. Findings support the value of the overlapping waves model, alphabet books, and children’s self-reports in understanding learning to read.

摘要

罗伯特·西格勒（Robert Siegler）提出的重叠波模型强调了可变性，适应性选择和儿童问题解决中的逐渐变化。这些概念被用于紧急阅读具有三个难度级别的页面的字母书。九十一名幼儿园的学生完成了对新兴素养的测试。两次，约12周外，他们通过完成读词与考官字母书“的信是___。” 阅读后，孩子们被问到如何辨认页面上的单词，每次都要查询一半的页面。孩子们报告了各种策略，在最简单的页面上回答得最快，在更困难的页面上报告了更多策略，并自适应地选择了策略。策略和准确性随着时间的推移而增加。多元回归显示，语音语音策略是新兴读写能力和准确性之间的中介。研究结果支持重叠波浪模型，字母书籍和儿童的自我报告在理解学习中的价值。