کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
359592 620257 2016 8 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Social, emotional and behavioural influences on young children's pre-reading and word reading development
ترجمه فارسی عنوان
تأثیرات اجتماعی، عاطفی و رفتاری در پیش از خواندن و کلمه توسعه خواندن کودکان جوان
کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
چکیده انگلیسی


• Social, emotional and behavioural attributes predict growth in early literacy skills.
• Hyperactivity/inattention is a significant predictor of early reading development.
• Early reading instruction should not solely focus on developing cognitive abilities.

The first formal instruction of reading typically takes place in the school environment setting. Therefore, there is good reason to predict that children's classroom behaviours at the time of formal learning will influence their early reading acquisition. The present study compared the extent to which symptoms of hyperactivity/inattention, conduct problems, emotional problems, peer relationship problems and pro-social behaviour predicted children's pre-reading (letter-sound knowledge, phonological awareness) and word reading development. Seventy three new school entrants were assessed during their first 2 years at school. Children were assessed at T1 (prior to reading instruction) on pre-reading and word reading, at T2 (approximately 6 months later) on pre-reading, word reading and classroom behaviours and at T3 (1 year after T2) on classroom behaviours and word reading. Overall, hyperactivity/inattention was the strongest predictor of pre-reading and word reading development, but not the only predictor. Implications for education are discussed.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of Applied Developmental Psychology - Volume 43, March–April 2016, Pages 54–61
نویسندگان
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