早期家庭读写环境特征及其与读写萌发技能的关系
文献类型：学位论文
| 作者 | 李向飞
|
| 答辩日期 | 2023-06 |
| 文献子类 | 博士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 李甦 |
| 关键词 | 读写萌发技能 家庭读写环境 汉语幼儿 读写兴趣 数字阅读 |
| 学位名称 | 理学博士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The characteristics of the early home literacy environment and its relations to emergent literacy skills |
| 中文摘要 | Reading acquisition is a developmental continuum, that is, children have already developed various skills that serve as key foundations for reading learning in the early years of life. Family is the most important environment for young children, and numerous studies have indicated the home literacy environment is closely related to children's emergent literacy skills. However, few studies have been conducted to deeply explore the characteristics of the home literacy environment and factors that may influence it. Furthermore, the investigation of the home literacy environment in previous studies was mostly based on a narrow framework, with taken less account of parents' reading behaviours and children's literacy interests. It is not clear how the different aspects of the home literacy environment relate to each other and how they may affect children's reading development. Thus, the current study would focus on the characteristics of the home literacy environment and its impact on emergent literacy skills based on a broad framework of the home literacy environment. Study 1 mainly aimed to examine the characteristics of the early home literacy environment and its effect on Chinese word reading using a cross一sectional design. Two hundred twenty-four children aged three to six years old were randomly recruited from Beijing and Shanghai and were asked to complete a Chinese character recognition task. Meanwhile, their parents were required to report on children's home literacy environment. The results showed that children from Beijing and Shanghai had rich home literacy environments and the home literacy environment changed significantly with children's age, suggesting that the home literacy environment may change over time. Hierarchical regression analyses revealed that, in the whole sample, the home literacy environment could significantly predict children's Chinese word reading. Importantly, the effects of the home literacy environment on Chinese word reading showed different patterns in different age groups. Specifically, reading interest played unique roles in the Chinese word reading of 4-year-old children. Moreover, home reading resources independently contributed to 6一year-olds' word reading skills. While for 3 and 5 year olds, no significant effects of the home literacy environment were found. On the basis of Study 1，Study 2 adopted a follow-up design to further examine the characteristics of early home literacy environment and its effect on emergent literacy development. Furthermore, study 2 also aimed to explore the role of children's emergent literacy skills in the construction of the home literacy environment. Sixty-seven Mandarin-speaking children were followed from the second year of kindergarten (T1) to the third year (T2). Nonverbal intelligence, Chinese word reading skills, print awareness and vocabulary knowledge were measured, and parents were required to report their children's home literacy environments. The results indicated that some aspects of the home literacy environment were stable, while the other aspects changed with children's development. Furthermore, parent reading instruction and shared reading independently contributed to children's emergent literacy skills. But for vocabulary knowledge, no significant effect of the home literacy environment was found. Notably, we found that Chinese word reading skills at T1 significantly predicted parent reading instruction at T2. Overall, study 2 further confirms that the characteristics of the home literacy environment may change with the development of children and uncovers the important role of the home literacy environment in emergent literacy skills, which extends the findings of study 1. Meanwhile, study 2 also reveals the influence of children's Chinese word reading skills in the construction of the early home literacy environment. Study 3 mainly aimed to comprehensively examine the effects of the home literacy environment on different emergent literacy skills. One hundred and seventy-four children aged four to six years old were randomly recruited from Beijing. All children were required to complete a series of tasks on nonverbal intelligence, Chinese word reading, morphological awareness, vocabulary knowledge and narrative skills. Meanwhile, parents were asked to report the characteristics of children's home literacy environment (including traditional home literacy resources and activities, shared reading quality and digital home literacy resources and activities, parents' reading behaviors and children's literacy interests), their expectations and beliefs on early literacy development. The results showed that parents' reading behaviors significantly predicted the traditional home literacy resources and activities (including parent teaching and shared reading), shared reading quality (meaning-directed behaviors), and the digital home literacy resources and activities (including number of e-books and digital home literacy activities). The results also indicated that children's literacy interests significantly predicted the traditional home literacy resources and activities (parent teaching), shared reading quality (code-directed behaviors), and the digital home literacy activities. In addition, parents' beliefs (reading belief) had significant effects on the traditional home literacy activities (parent teaching), shared reading quality (code-directed reading behaviors), and the digital home literacy activities. Parents' beliefs (positive affect) also significantly influenced the traditional home literacy activities (shared reading), shared reading quality (meaning-directed behaviors), and the digital home literacy activities (children's informal digital literacy activities). As for the effects of the home literacy environment, results showed that the home literacy environment could significantly predict children's Chinese word reading, morphological awareness, vocabulary knowledge and narrative skills. Mediation analyses showed that both parents' reading behaviors and children's literacy interests indirectly influenced different emergent literacy skills through the home literacy activities. Moreover, parents' beliefs indirectly influenced children's emergent literacy skills through the home literacy environments. Overall, the present study provides important evidence on that early home literacy environments change with children's development. Parents' beliefs and children's emergent literacy skills are important factors influencing the construction of early home literacy environments. Furthermore, the home literacy environment is essential to the development of early literacy skills, metalingustic awareness and oral language skills. The present study provides an important empirical basis for revealing the dynamic change of the home literacy environment during the process of children's reading development and the role of parents and children in the construction of the early home literacy environment, and also has important practical implications for the scientific home reading education. |
| 英文摘要 | 阅读能力的获得是一个连续的发展过程。儿童在发展的早期已经萌发出学习阅读所需要的诸多能力，即读写萌发技能。家庭是学前儿童发展的重要环境，读写萌发技能的获得与家庭环境，特别是家庭读写环境密切相关。已有大量研究揭示了家庭读写环境在儿童阅读发展中的重要作用，但很少有研究考察早期家庭读写环境的特征以及相关影响因素对读写萌发技能的影响。不仅如此，以往研究在测查家庭读写环境时多基于狭义的家庭读写环境研究框架，较少考虑父母自身的阅读行为以及儿童的读写兴趣等这些重要的家庭读写环境组成部分。家庭读写环境的不同方面之间存在怎样的关系以及它们会如何影响儿童的阅读发展尚不清楚。鉴于以往研究中存在的局限，本研究将基于广义的家庭读写环境研究框架，重点考察汉语幼儿家庭读写环境的特征及其对读写萌发技能的影响。 研究一采用横断设计考察汉语幼儿早期家庭读写环境的特征及其对汉字阅读的影响。研究对象为从北京市和上海市4所幼儿园中随机选取的224名3-6岁幼儿，按照年龄分为4组。所有幼儿均完成汉字阅读任务。采用问卷调查的方式由家长报告幼儿的家庭读写环境特征。结果显示，来自北京和上海市的3-6岁幼儿的家庭读写环境丰富，不同年龄幼儿的家庭读写环境特征存在显著差异。这反映出早期家庭读写环境的特征可能会随着儿童年龄的增长而变化。此外，研究还发现，在全部年龄组中，家庭读写环境能显著预测幼儿的汉字阅读能力。但是，在不同的年龄组中，家庭读写环境对汉字阅读能力的影响不同。具体来说，在4岁组中，阅读兴趣能独立预测汉字阅读能力。在6岁组中，家庭阅读资源能显著预测幼儿的汉字阅读能力。在3岁组和5岁组中未发现家庭读写环境对汉字阅读能力的显著影响。 在研究一的基础上，研究二采用追踪设计进一步检验幼儿早期家庭读写环境的特征及其与读写萌发技能关系。一方面探讨早期家庭读写环境是否会随幼儿的发展而变化以及其对读写萌发技能的影响，另一方面考察幼儿的读写萌发技能是否会影响早期家庭读写环境的特征。研究对象为从北京市某公立幼儿园随机选取的67名幼儿，从中班秋季学期(T1)开始对这些幼儿进行追踪至大班秋季学期CT2)。所有幼儿在两个时间点上均需接受非言语智力测试、汉字阅读能力测试、文字意识测试以及词汇知识测试。采用问卷调查的方式由家长报告幼儿的家庭读写环境特征。结果显示，幼儿的家庭读写环境特征既有稳定的方面，也有随幼儿的发展而变化的方面。家庭读写环境，尤其是父母对儿童的阅读教育和亲子共读能够预测幼儿的读写萌发技能。具体来说，父母的阅读教育能够显著预测汉字阅读能力，亲子共读能够显著预测幼儿的文字意识。但未发现家庭读写环境对词汇知识的显著作用。结果还发现，幼儿在T1时的汉字阅读能力可以显著预测T2时的父母阅读教育。研究二在研究一的基础上进一步揭示了早期家庭读写环境的特征会随着幼儿的发展而变化以及家庭读写环境对读写萌发技能的重要影响。此外，研究二也揭示出幼儿的汉字阅读能力对早期家庭读写环境的影响。 研究三在前两项研究的基础上，完善和丰富了家庭读写环境问卷的条目，着重探讨家庭读写环境影响不同读写萌发技能的机制。研究对象为随机选取的174名北京市4-6岁幼儿。所有幼儿均接受非言语智力、汉字阅读能力、词汇知识、语素意识和叙事能力测试。家长通过填写问卷的方式报告幼儿的家庭读写环境特征(包括家庭纸质读写资源和读写活动、亲子共读质量、家庭数字读写资源和读写活动、父母自身的阅读行为和儿童的读写兴趣)以及他们对幼儿早期阅读发展的期望和观念。结果发现，父母自身的阅读行为能显著预测家庭纸质读写资源和读写活动(包括父母教学、亲子共读)、亲子共读质量(意义指向的亲子共读行为)和家庭数字读写环境(包括电子图书量和数字读写活动)。儿童的读写兴趣能显著预测家庭纸质读写资源和读写活动(父母教学)、亲子共读质量(编码指向的亲子共读行为)和家庭数字读写活动。此外，研究还发现，父母的心理因素能显著影响家庭读写环境的构建。具体来说，父母阅读观念能显著预测家庭纸质读写活动(父母教学)、亲子共读质量(编码指向性的亲子共读行为)和家庭数字读写活动。父母的共读情感体验也能显著影响家庭纸质读写活动(亲子共读)、亲子共读质量(意义指向性的亲子共读行为)和家庭数字读写活动(儿童的非正式数字读写活动)。家庭读写环境对读写萌发技能的影响主要表现为家庭读写活动能显著影响幼儿的汉字阅读能力、语素意识、词汇知识和叙事能力。中介效应检验发现，父母自身的阅读行为和幼儿的读写兴趣均会通过家庭读写活动间接地影响不同的读写萌发技能。父母的观念也会通过影响家庭读写环境间接影响幼儿的读写萌发技能。 综上，本研究采用横断和追踪研究设计揭示了早期家庭读写环境会随幼儿的发展而变化，父母观念和幼儿的读写萌发技能均是影响早期家庭读写环境构建的重要因素。家庭读写环境与早期文字相关能力、元语言意识以及口语能力密切相关。本研究为揭示家庭读写环境在儿童发展过程中的动态变化以及父母和儿童在早期家庭读写环境构建中的作用提供了重要的实证依据，对于科学开展家庭阅读教育也具有重要的实践意义。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/46177]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 李向飞. 早期家庭读写环境特征及其与读写萌发技能的关系[D]. 中国科学院心理研究所. 中国科学院大学. 2023. |
入库方式： OAI收割
来源：心理研究所
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