Abstract

The study examined aspects of parent-child shared reading interactions of two Hebrew alphabet books, children’s motivation to engage in early literacy activities, and how these variables relate to children’s early literacy skills. Participants were 44 children (32 girls, 12 boys) aged 4.6 to 6.6 years (M = 5.6, SD = 0.54) and one parent (42 mothers, 2 fathers). Results revealed that parents made more references to the writing system than to the content or illustrations in the books, which was positively related to children’s early literacy skills. Children were highly motivated to engage in literacy activities, which were related to their skills. Yet shared reading contributed to children’s early literacy skills, beyond motivation. Across various languages, including alphabet books in shared reading interactions may help support children’s early literacy development.

摘要

该研究调查了亲子共享阅读两本希伯来字母书互动的各个方面、儿童参与早期识字活动的动机，以及这些变量与儿童早期识字技能的关系。参与者是 44 名年龄在 4.6 至 6.6 岁之间的儿童（32 名女孩，12 名男孩）（M  = 5.6，SD = 0.54) 和一位父母（42 个母亲，2 个父亲）。结果显示，父母更多地参考书写系统而不是书中的内容或插图，这与儿童的早期识字能力呈正相关。儿童积极参与与他们的技能相关的识字活动。然而，共享阅读有助于儿童早期的识字技能，而不仅仅是动机。跨各种语言，包括共享阅读互动中的字母书可能有助于支持儿童的早期识字发展。