ABSTRACT

Research Findings: The study investigated whether preschool code-related home literacy experiences had direct associations with regular and irregular word reading in the first year of primary school as well as exploring whether there were indirect associations between these experiences and later word reading via children’s language skills or inhibitory control. The parents of 274 preschool children completed a home learning questionnaire at time 1 (M_age = 3:11). At time 2, the children completed phonological awareness, vocabulary, inhibitory control and nonverbal reasoning assessments (M_age = 4:3) and at time 3 a word reading assessment (M_age = 5:3). Letter-sound interactions (a code-related home literacy index that included discussions about letter-sound associations) bore significant associations with children’s word reading, whereas letter activities (a code-related index that was less focussed on letter-sound links) did not. Path analyses indicated that letter-sound interactions directly predicted regular word reading and predicted regular and irregular word reading indirectly via children’s phonological awareness. These findings highlight that different aspects of code-related home literacy experiences are differentially associated with later word reading skills. Practice and Policy: The findings suggest that parents’ integration of interactive, age-appropriate discussions that focus on letter-sound associations into children’s everyday experiences may support emerging word decoding skills.

摘要

研究结果：该研究调查了与学龄前代码相关的家庭识字经历是否与小学一年级的定期和不定期单词阅读有直接关联，并探讨了这些经历与以后通过儿童语言技能进行的单词阅读之间是否存在间接关联或抑制控制。274 名学龄前儿童的父母在时间 1（M_年龄 = 3:11）完成了家庭学习问卷。在时间 2，孩子们完成了语音意识、词汇、抑制控制和非语言推理评估（M_年龄 = 4:3），在时间 3 完成了单词阅读评估（M_年龄 = 5:3)。字母-声音交互（一个与代码相关的家庭识字指数，包括关于字母-声音关联的讨论）与儿童的单词阅读有显着关联，而字母活动（一个与代码相关的指数，不太关注字母-声音链接）与儿童的单词阅读没有显着关联. 路径分析表明，字母-声音相互作用直接预测规则的单词阅读，并通过儿童的语音意识间接预测规则和不规则的单词阅读。这些发现强调，与代码相关的家庭识字体验的不同方面与后来的单词阅读技能有不同的关联。实践与政策：研究结果表明，父母将专注于字母发音关联的互动式、适合年龄的讨论融入儿童的日常经历中，可能有助于新兴的单词解码技能。