Language competence, narrative ability, and school readiness in low-income preschool children

被引：47

作者：

Fiorentino, L ^{[1
]}

Howe, N ^{[1
]}

机构：

[1] Concordia Univ, Dept Educ, Montreal, PQ H3G 1M8, Canada

来源：

CANADIAN JOURNAL OF BEHAVIOURAL SCIENCE-REVUE CANADIENNE DES SCIENCES DU COMPORTEMENT | 2004年 / 36卷 / 04期

关键词：

D O I：

10.1037/h0087237

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Language competence, narrative ability, and school readiness were examined in 25 low-income preschool children attending day care. Participants were assessed for language competence (PPVT-R), school readiness (Early Development Instrument), and completed stories based on everyday household events (MacArthur Story Stem Battery). Each story was coded for the level of chronology, organization, and number of information units. Children who had higher levels of language competence and school readiness generated narratives that were chronologically ordered and well organized. Story-telling may be an important means to understanding children's overall competence and coping ability as well as a critical skill in the day care and future school environment.

引用

页码：280 / 294

页数：15

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