Psychological Development and Education ›› 2008, Vol. 24 ›› Issue (4): 13-18.

Previous Articles     Next Articles

Development of Preschoolers’ Early Reading: Cross-Sectional and Longitudinal Research

ZHOU Hui1, ZHANG Bao2   

  1. 1. Department of Psychology, Faculty of Education, Zhong Shan University, Guangzhou 510275;
    2. Faculty of Education, Beijing Normal University Zhuhai Campus, Zhuhai 519085
  • Online:2008-10-15 Published:2008-10-15

PDF (PC)

Abstract: Based on emergent literacy perspective,the present study investigated the development of preschool children's early literacy skills:knowledge about reading,character recognition and story comprehension,as well as the interrelationships among these skil s.Both cross-sectional and longitudinal designs were employed.The results showed that preschool children as young as 4)6 years old had certain knowledge about reading.They knew some Chinese characters and could understand simple stories.In cross-sectional study,these early literacy skills were correlated with each other.But there were no direct cross time relationships among these early literacy skills.With age increasing, children's early literacy skills improved.

Key words: emergent literacy, preschool children, reading

CLC Number: 

  • B844.1
[1] TealeW H,Sulzby E.Emergent literacy:New perspectives.In D.S.Strick-land,L.M.Morrow(Fds.),Emerging literacy:Young children learn to read and write.Newark,DE:International Reading Association,1989,1-15.
[2] Schatschneider C.Fletcher J M,Francis D J,et at.Kindergarten prediction of reading skills:A longitudinal comparative analysis.Journal of Educational Psychology,2004,96(2),265-282.
[3] Curenton S M,Justice L M.Children's prelitemcy skills:influence ofmothers'education and beliefs about shared-reading interactions.Early Education and Development,2008,19(2),261-283.
[4] Craig S A.The effects of an adapted interactive writing intervention on kindersarten children's phonological awareness,spelling,and early reading development:a contextuatized approach to instruction.Journal of Educational Psychology,2006,98(4),714-731.
[5] Whitehorst G J,Lonigan C J.Child development and emergent literacy.Child Development,1998,69(3),848-872.
[6] Sénéchal M,LeFewe J A,Smith-Chant B L,et al.On refining theoretical models of emergent literacy:The role of empirical evidence.Journal of School Psychology.2001,39(5),439-460.
[7] 赵瑾东,周晖,陈晓.幼儿书目清单的编制及其与口头词汇的关系.心理发展与教育,2008,24(1),14-18.
[8] 李甦,李文馥,杨玉芳.3～6岁儿童图画讲述能力的发展特点.心理科学,2006,29(1),25-29.
[9] 李虹,彭虹,舒华.汉语儿童正字法意识的萌芽与发展.心理发展与教育,2006,22(I),35-38.
[10] Shu H,Peng H.McBride-Chang C.Phonological awareness in young Chinese children.Developmental Science,2008,11(1),171-181.
[11] 彭虹,舒华.发展性阅读障碍与早期语音训练.中国特殊教育,2007,(1),39-43.
[12] Lonigan C J,Burgese SR,Anthony J L.Development of emergent literacy and eerly reading skillsin preschool children:evidence from a latent variable longitudinal study.Development Psychology,2000-36(5),596-613.
[13] 盂祥芝,刘红云,周晓林等.中文读写能力及其相关因素的结构模型.心理发展与教育.2003,19(1),37-43.
[14] Clay M M.The early detection of reading difficulties:a dingnestie survey ruth recovery procedures.Auckland.N.Z.:Heinemmm.1979.
[15] 李辉.学前及初小儿童中文识字量表的编制与初步效应检验.心理发展与教育,1999.15(3).18-24.
[16] Sénéchal M,LeFever J.Parental involvement in the development of children's language and literacy:A 5-year longitudinal study.Child Development,2002,73(2),445-460.
[17] Li H.Corrie L F,Wong B K.Early teaching of chinese literacy skills and later literacy outeomes.Early Child Development and Care,2008,178(5).441-459.
[1] SHI Mengmeng, REN Guiqin, SUN Junhong, ZHANG Xinxing. Effects of Vocabulary Type and Reading Ability on Reading Comprehension Monitoring in First Grade Pupils [J]. Psychological Development and Education, 2024, 40(2): 207-214.
[2] LENG Xinyi, SU Mengmeng, LI Wenling, YANG Xiujie, XING Ailing, ZHANG Xianglin, SHU Hua. The Relation between Home Environment and Early Language Development in Rural China [J]. Psychological Development and Education, 2024, 40(1): 8-18.
[3] WANG Jingxin, ZHAO Sainan, XU Qianqian. Effects of Spacing and Word Frequency on the Reading of Young and Older Adults: An Eye Movement Study [J]. Psychological Development and Education, 2023, 39(6): 781-787.
[4] WANG Yingjie, LUAN Jinxin, LI Yan. The Relationship between Maternal Parenting Stress and Preschool Children's Anxiety: The Mediating Effect of Mother-child Conflict and the Moderating Effect of Maternal Mindfulness [J]. Psychological Development and Education, 2023, 39(5): 702-709.
[5] WANG Haolan, CHEN Hongjun, WU Xinchun, ZHAO Ying, SUN Peng. The Effect of Reading Modes to Reading Comprehension in Chinese Children: A Mediated Moderation Model [J]. Psychological Development and Education, 2023, 39(3): 369-378.
[6] ZHANG Yuping, DONG Qiong, SONG Shuang, SHU Hua. The Developmental Trajectories of Reading Abilities in Chinese Lower Graders and the Predictability of Early Reading-related Cognitive Skills [J]. Psychological Development and Education, 2023, 39(2): 210-218.
[7] ZHENG Wanting, WANG Wei, XU Limin, LI Mohan, XU Zhiqi, LI Yongxin, ZHAO Jing, LIANG Ziyan, LIU Jingjia. Characteristics of Environmental Print Reading of Children with Autism Spectrum Disorder Aged 5 to 7 Years [J]. Psychological Development and Education, 2022, 38(6): 822-829.
[8] ZHANG Yang, ZHANG Wanying, WANG Yanqing, ZHAO Tingting, WANG Fuxing. The Effects of Learner-generated Drawing and Cooperative Learning on Scientific Knowledge Learning of High School Students [J]. Psychological Development and Education, 2022, 38(6): 830-838.
[9] SHI Mengmeng, REN Guiqin, LYU Xiaoxiao, ZHANG Qiao, LI Haijiao. Online Measures of Comprehension Monitoring in Children [J]. Psychological Development and Education, 2022, 38(4): 592-599.
[10] WANG Ying, ZHU Haidong, ZHANG Xinyi, XIAO Yan. The Influence of Parent-child Attachment on the Executive Function of Left-behind Preschool Children: Grandparent-child Attachment as a Mediator and Moderator [J]. Psychological Development and Education, 2022, 38(2): 195-206.
[11] ZHANG Chao, CHENG Yahua, LI Liping, FAN Yuting, WU Xinchun. The Role of Awareness of Compound Word Structures in Chinese Children's Reading Comprehension [J]. Psychological Development and Education, 2022, 38(2): 236-243.
[12] ZHANG Guangzhen, LIANG Miao, LIANG Zongbao. A Longitudinal Study of the Influence of Parenting Styles on Social Adjustment of Preschool Children: Mediating Effects of Self-control [J]. Psychological Development and Education, 2021, 37(6): 800-807.
[13] WANG Wei, GONG Deying, CHENG Chun, CHEN Ke, LI Yongxin, YAN Jingjing. The Characteristics of Number Sense in 5~7 Years Old Children with Autism Spectrum Disorder [J]. Psychological Development and Education, 2021, 37(6): 818-825.
[14] ZHAN Shuwei, YANG Ning, ZHAO Bihua. Receptive Language Skills and Social Withdrawal among Chinese Left-behind Preschool Children: A Moderated Mediation Model [J]. Psychological Development and Education, 2021, 37(6): 834-844.
[15] ZHOU Tingna, LI Yixun, LI Hong, XU Zhonggeng, ZHANG Feng, CHENG Yahua. The Relation between Oral Reading Fluency and Reading Comprehension among Chinese Children: A 3-year Longitudinal Study [J]. Psychological Development and Education, 2021, 37(5): 691-700.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd