Literaturnachweis - Detailanzeige
| Autor/inn/en | Aram, Dorit; Most, Tova; Simon, Adi Ben |
|---|---|
| Titel | Early Literacy of Kindergartners with Hearing Impairment: The Role of Mother-Child Collaborative Writing |
| Quelle | In: Topics in Early Childhood Special Education, 28 (2008) 1, S.31-41 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0271-1214 |
| DOI | 10.1177/0271121408314627 |
| Schlagwörter | Mothers; Hearing (Physiology); Hearing Impairments; Collaborative Writing; Young Children; Word Recognition; Emergent Literacy; Kindergarten; Videotape Recordings; Prediction; Alphabets; Parent Child Relationship |
| Abstract | The study assessed the value of maternal writing mediation in predicting children's early literacy. Thirty kindergartners with hearing impairment (HI) and their mothers participated. Mothers were videotaped at home while helping their children write words, and the children's early literacy was assessed in the kindergarten. Maternal writing mediation was analyzed in terms of its cognitive and emotional aspects. Results show that beyond the child's age and his or her degree of hearing loss, the cognitive aspects of maternal writing mediation predicted word writing (11%), word recognition (34%), and letter knowledge (35%). Beyond the background measures, the emotional aspects of the mediation predicted word recognition (12%), letter knowledge (14%), and general knowledge (9%). Discussion focuses on writing interactions as a context of early literacy development among kindergartners with HI. (Contains 1 figure and 3 tables.) (Author). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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