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首页> 外文学位 >Family involvement, narrative and literacy practices: Predicting low-income Latino children's literacy development.
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Family involvement, narrative and literacy practices: Predicting low-income Latino children's literacy development.

机译：家庭参与，叙事和识字实践：预测低收入拉丁裔儿童的识字能力。

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摘要

Research has shown that families influence the language and literacy development of young children. However, the style and nature of family literacy practices in low-income Latino homes, and the effect of these routines on children's early literacy learning, have remained largely unexplored. Using a mixed-method approach, this study attempted to understand how family literacy, defined broadly, related to low-income Latino children's subsequent language and literacy development. Specifically this study asked: (1) What are the family literacy patterns of a sample of Head Start Latino households in New York City? and (2) How does family literacy contribute to children's emergent literacy longitudinally? In the fall of the pre-school year, eighty low-income Latino mothers and their four-year-old children were visited in the home. Mothers were asked questions about their family literacy practices and asked to share a wordless picture book with their child. At the end of the year, children engaged in a variety of print-related literacy tasks and narrated a wordless book to the investigator. All narratives were audio taped, then transcribed and verified following a standardized format, and subsequently coded. Results of a cluster analysis identified three types of maternal booksharing styles: (1) storybuilder-labelers who co-constructed the story with their child by requesting narrative information, (2) storytellers who narrated a rich story with minimal requests of their children, and (3) abridged-storytellers who looked much like storytellers but provided a more concise story. Ordinary Least Squares Regression analyses demonstrated that mothers' booksharing style had predictive power over children's literacy such that a storytelling style positively predicted children's print-related literacy skills six-months later. Head Start had the greatest positive effects on children of abridged-storytellers. Results are discussed in terms of improving culturally appropriate research, practice and policy for early childhood and family literacy programming designed to meet the needs of young Latino children and their parents.
机译：研究表明，家庭影响幼儿的语言和素养发展。但是，在拉丁美洲低收入家庭中，家庭识字行为的方式和性质以及这些惯例对儿童早期识字学习的影响尚未得到充分探讨。这项研究采用混合方法，试图了解广义的家庭识字与低收入拉丁裔儿童随后的语言和识字发展之间的关系。具体而言，该研究询问：（1）在纽约市，一个先行拉丁裔家庭样本的家庭识字模式是什么？ （2）家庭素养如何在纵向上促进儿童的新兴素养？在学龄前的秋天，在家中拜访了80名低收入拉丁裔母亲和他们4岁的孩子。母亲被问到有关家庭识字习惯的问题，并被要求与孩子分享一本无言的图画书。在这一年年底，孩子们从事与印刷有关的各种扫盲任务，并向调查员讲了一本无言的书。所有叙述都用录音带录音，然后按照标准格式转录和验证，然后进行编码。聚类分析的结果确定了三种类型的孕产妇书共享风格：（1）故事讲述者-标签者通过请求叙事信息与孩子共同构建故事；（2）故事讲述者在对孩子的要求很少的情况下讲述了一个丰富的故事；以及（3）节略的讲故事的人，看起来像讲故事的人，但提供的故事更简洁。普通最小二乘回归分析表明，母亲的书共享方式对儿童的识字能力具有预测能力，因此讲故事的方式对六个月后与印刷相关的识字能力具有积极的预测作用。启蒙运动对节略叙事者的孩子产生最大的积极影响。讨论结果的方式包括改进针对早期儿童和家庭识字计划的文化上适当的研究，实践和政策，以满足拉丁裔幼儿及其父母的需求。

著录项

  • 作者

    Caspe, Margaret.;

  • 作者单位

    New York University.;

  • 授予单位 New York University.;
  • 学科 Education Early Childhood.; Psychology Developmental.; Hispanic American Studies.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 214 p.
  • 总页数 214
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 学前教育、幼儿教育;发展心理学（人类心理学）;
  • 关键词

  • 入库时间 2022-08-17 11:40:37

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