|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|364591||621076||2016||8 صفحه PDF||سفارش دهید||دانلود رایگان|
این مقاله ISI می تواند منبع ارزشمندی برای تولید محتوا باشد.
- تولید محتوا برای سایت و وبلاگ
- تولید محتوا برای کتاب
- تولید محتوا برای نشریات و روزنامه ها
• Examined the relations between inattention, literacy interest, and early literacy development
• Participants were 169 preschool-age children
• Inattention and literacy interest related to each other
• Inattention and literacy interest uniquely related to early literacy in regression analyses
• Literacy interest partially mediated the relation between inattention and early literacy skills
There is strong evidence that inattention and interest are associated with academic-related skills in school-age children. However, less research has examined the unique and overlapping relations between these constructs in early childhood. This study examined the relations between inattention, literacy interest, and early literacy development in 169 preschool-age children. Inattention was assessed with both teacher reports and a continuous performance test. Literacy interest, as a component of motivation for literacy, was assessed with parent reports, and early literacy skills were assessed with the Test of Preschool Early Literacy. Inattention and literacy interest uniquely related to each other and to early literacy skills in regression analyses. Mediation analysis indicated that the relation between inattention and early literacy skills was partially mediated by children's interest in literacy. These findings indicate that literacy interest and inattentive behaviors contribute individually, directly, and indirectly to the development of early literacy skills.
Journal: Learning and Individual Differences - Volume 47, April 2016, Pages 88–95