Home Literacy Environment and Its Role in the Achievement of Preschoolers With Disabilities

被引：11

作者：

Carlson, Elaine ^{[1
]}

Bitterman, Amy ^{[1
]}

Jenkins, Frank ^{[1
]}

机构：

[1] WESTAT Corp, Rockville, MD 20850 USA

来源：

JOURNAL OF SPECIAL EDUCATION | 2012年 / 46卷 / 02期

关键词：

home literacy environment; severity of disability; receptive vocabulary; reading comprehension; CHILDREN; LANGUAGE; EXPERIENCES; IMPAIRMENT; INDEX; SKILL;

D O I：

10.1177/0022466910371229

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The purpose of this study was to examine the relationship between the home literacy environment of a nationally representative sample of preschoolers with disabilities and their subsequent receptive vocabulary and reading comprehension skills using data from the Pre-Elementary Education Longitudinal Study. Results from linear regressions indicated that only a small amount of the total variance in children's receptive language and passage comprehension skills was explained by the home literacy environment. However, the home literacy environment of 3- to 5-year-olds with less severe disabilities was a significant predictor of scores on a test of receptive vocabulary and reading comprehension in later years. The home literacy environment was not a significant predictor of receptive vocabulary or reading comprehension for children with moderate to severe disabilities.

引用

页码：67 / 77

页数：11

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