健康与遗传心理学研究室知识库

亲子共读是学前儿童进入阅读世界的一个有独特价值的窗口。己有研究表明，亲子共读互动中的谈话可以提升儿童的早期语言和读写技能，促进儿童的阅读成绩，在儿童发展中具有重要价值。在亲子共读过程中，父母的阅读风格及互动策略对儿童的阅读能力有着重要的影响。

本研究在国内外亲子共读研究成果的基础上，以北京地区5-6岁学前儿童为对象，考察城市家庭中亲子共读的基本特征及其与幼儿阅读能力之间的关系。共有30名学前儿童(14名男孩与16名女孩)及其母亲参加了研究。研究选取了幼儿不熟悉的两本图画书，请母亲和幼儿在家庭环境中按照日常生活中的样子一起读图画书。所有共读过程都被录像。在每一本图画书读完之后，幼儿要完成若干个针对图画书的阅读理解问题。两本图画书阅读完之后，研究者对儿童的口语词汇、一般认知能力及识字量进行测查。随后，研究者对每段录像中的母亲与孩子的话语进行逐字逐句地转录，生成了亲子共读中行为的多维度编码系统，并对共读中的话语进行分析。

结果发现，在亲子共读过程中，给幼儿阅读文本是母亲最多采用的方式。母亲所使用的组织策略以鼓励和引起注意为主，互动策略以即时交流为主。亲子共读中母亲的阅读策略和阅读行为与儿童的阅读能力和行为相关。母亲的“评价”策略与儿童阅读理解得分呈显著正相关，“扩展经验”策略与儿童口语词汇知识呈正相关。母亲的话语总数与儿童的话语总数以及儿童的互动策略总数都呈显著正相关。

本研究是一项针对中国城市家庭亲子共读的研究，研究结果弥补了以往国内研究的不足，为提升亲子共读质量、促进儿童阅读能力的发展提供了重要的实证数据。

Shared Book Reading (SBR) is a uniquely valuable and motivating way for young children to access literacy. The talks accompanying the book reading contribute to early language and literacy skills development and children's reading achievements.

Based on the previous result of SBR, the present research investigated the characteristics of SBR in urban families and its relation to children's 30 preschoolers aged 5-6 (14 boys and 16 girls) and their mothers in reading ability. Beij ing participated in the study. The mothers and children were asked to read two picture books that are not familiar to children together in their daily surroundings. The whole process of SBR were tape-recorded. After each picture book had been read to children they were asked to complete reading comprehension tests which designed according to the content of the picture books .After reading the picture books, researcher tested children's oral vocabulary, general cognitive ability, and word recognition. The SBR videos were transcribed word by word for each mother and child. The talks of mother and child were coded and analyzed based on a multidimensional encoding system.

The result shows that in the process of mother-child shared book reading, mother reading text to children was most widely used. The organizational strategies mainly used by mothers were encouraging and attention- attracted, and the interaction strategy are mainly based on immediate talk. The mother's reading strategies and behavior strongly correlated to children's reading abilities and reading behaviors. Specifically, the comprehension mother's "evaluation" strategy and the children's reading scores were positively correlated, mother's "Extended experience" strategy and the children's oral vocabulary were positively correlated. The mother's total number of words was significantly positively correlated with the total number of words and the total number of children's interaction strategies.

The current study provides important empirical data not only for the SBR study in China but also for imlproving the quality of }BR and promoting children's reading development.