家庭读写环境与儿童接受性词汇发展关系的元分析

• 作者： 刘海丹 ( 1 ) ; 李敏谊 ( 2 ) ;
• 作者单位： 1.陕西师范大学教育学部; 2.北京师范大学教育学部;
• 提交时间：2021-11-13

摘要： 家庭读写环境(home literacy environment, HLE)与儿童接受性词汇(receptive vocabulary)发展的关系一直备受关注，但HLE内涵不清、各指标效应值强度不明，以及近年来两者关系差别较大等问题极大地限制了人们对该领域的认识。本文运用元分析技术对近三十年国内外84篇相关实证研究进行分析。结果显示：HLE与儿童接受性词汇发展为中等程度正相关(r=0.31)。针对年代、文化背景、儿童年龄以及测量方法的调节效应检验表明：HLE效应值随年代发展显著降低，但其核心指标亲子阅读频率的效应值基本稳定；评估HLE的问卷法和现场观察法效应值无差异，但评估亲子阅读频率的书目清单法效应值显著高于问卷法。未见文化背景和儿童年龄的显著调节作用，原因值得进一步探究。后续研究应完善HLE的概念框架，更关注社会经济及文化视角下的概念建构以及测量改进。

英文摘要:A large body of studies have shown that home literacy environment (HLE) can significantly promote children’s receptive vocabulary development. However, the blurry operationalization of HLE’s construct and the inconsistency of effect sizes (ESs) in recent studies have made it difficult to understand what really works for children’s receptive vocabulary development at home. This meta-analysis systematically reviewed empirical studies published from 1990 to 2021 to clarify HLE constructs, investigate the main effects, and explore potential moderators. A comprehensive search of peer-reviewed published research resulted in 84 articles. Results of random effects model indicated a significant, moderate relation between HLE and children’s receptive vocabulary development, r=0.31, p<0.01. Moderator analysis showed that the ESs of HLE decreased significantly across time periods, while those the frequency of shared reading were stable during past 30 years. The ESs of HLE obtained by questionnaires and the Home Observation for Measurement of the Environment did not lead to significant differences, while those of the frequency of shared reading obtained by Children’s Title Checklist were significantly higher than those obtained by questionnaires. No moderating effects of cultural backgrounds or child’s age were detected. Findings suggest that there is a need to refine the conceptual framework and measurement methods of HLE, especially paying more attention to social-economic and cultural influences.

• 来自： 刘海丹
• 期刊： 心理科学进展
• 分类： 心理学 >> 教育心理学
• 引用： chinaXiv:202111.00012 (或此版本 chinaXiv:202111.00012V1)
  (doi:10.12074/202111.00012)
  (cstr:32003.36.202111.00012.V1)
• 推荐引用方式：刘海丹,李敏谊.(2021).家庭读写环境与儿童接受性词汇发展关系的元分析.心理科学进展.[ChinaXiv:202111.00012] (点此复制)