Home Grown for Reading: Parental Contributions to Young Children's Emergent Literacy and Word Recognition

被引：71
|
作者：
Evans, Mary Ann [1 ]
Shaw, Deborah [1 ]
机构：
[1] Univ Guelph, Dept Psychol, Guelph, ON N1G 2W1, Canada
来源：
CANADIAN PSYCHOLOGY-PSYCHOLOGIE CANADIENNE | 2008年 / 49卷 / 02期
关键词：
emergent literacy; home literacy environment; shared book reading;
D O I：
10.1037/0708-5591.49.2.89
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
This article provides an integrative review of key aspects of emergent literacy and specific home activities that empirical research has shown to support their development. Given the importance of word recognition in reading development, home contributions to word recognition as well as to four areas of emergent literacy that contribute to word recognition are highlighted. These include phonological awareness, letter knowledge, print concepts, and vocabulary. Particular attention is devoted to the activity of shared book reading to outline its different facets, changing nature, and potential impact on emergent literacy and word recognition skill.
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页码：89 / 95
页数：7
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