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Autor/inn/en | Bailey, Alison L.; Moughamian, Ani C.; Kelly, Kimberly Reynolds; McCabe, Allyssa; Huang, Becky H. |
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Titel | Leap-Frog to Literacy: Maternal Narrative Supports Differentially Relate to Child Oral Language and Later Reading Outcomes |
Quelle | In: Early Child Development and Care, 190 (2020) 7, S.1136-1149 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Bailey, Alison L.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
DOI | 10.1080/03004430.2018.1521807 |
Schlagwörter | Mothers; Parent Child Relationship; Narration; Child Development; Literacy; Low Income Groups; Linguistic Input; Correlation; Cues; Oral Language; Longitudinal Studies; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 6; Achievement Tests; Preschool Children; Decoding (Reading); Wide Range Achievement Test Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachbildung; Korrelation; Stichwort; Oral interpretation; Mündlicher Sprachgebrauch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Dekodierung |
Abstract | Young children's oral narration typically progresses from telling disordered events to production of well-sequenced stories. To investigate how this development is supported and whether effects of support extend to literacy, 59 mother-child dyads from low-income family backgrounds were studied longitudinally. Maternal verbal input to narration was assessed when children were three, four, and five years old. Children's personal narratives were assessed at age five, and reading outcomes were measured at first, second, third and sixth grades on a subsample. Maternal support was differentially related to oral narrative and reading outcomes. Mothers first provided orientation information and supported developing story actions and events with their three- and four-year-olds and focused on narrative evaluation with their five-year-olds. Although few distal relations were found between maternal input and children's oral narrative abilities, several types of maternal support across the preschool years correlated with later decoding, including prompts for and contributions of evaluation. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |