干草和Fielding-Barnsely(2009)联系学生的语言能力、社交能力和阅读开始,验证认为儿童早期字母知识,他们的课堂行为和表达和语言能力都是高度相关的。需要提前共享阅读和亲子阅读社区已经开始早期应对这些早期学习问题,确保开发和增加词汇量。比较阅读模式在早期家庭教育发展(干草和Fielding-Barnsley 2007)揭示阅读成就五个家庭因素之间的关联。定期参与学前早期识字活动,说在家里(包括语言,用于测试),获得书籍,父母花的时间阅读和态度(包括父母和子女)对阅读,影响儿童的读写能力的发展。增强阅读策略的影响是有可能被纳入儿童早期项目支持儿童特别是那些被视为“风险”。尽管鼓励父母给他们的孩子读和使用类型的口语互动,孩子们可以实践提高词汇,句法和语义知识,针对家庭教育的复杂性干预往往是难以管理和资源。然而,它是令人愉快的,许多学校认识到建立早期干预计划[1](0 - 4)是一种有效的练习来帮助解决这一困境,给孩子支持学习发展开始之前的学校。
澳洲统计学论文代写:社交能力
Hay and Fielding-Barnsely's (2009) link between students' language ability, social proficiency and beginning reading, verify the notion that children's early alphabetical knowledge, their in-class behaviour and their expressive and receptive language are all highly correlated. The need for early shared reading and parent-child book reading in communities has to start early to combat some of these early learning issues and ensure development and increase of vocabulary. A comparison of reading models in the early years home literacy development (Hay and Fielding-Barnsley 2007) reveal reading achievement correlates between five home factors. Regular engagement in early pre-school literacy activities, speaking in the home (that includes language that is used in tests), access to books, the amount of time parents spend reading and attitudes (both parent and child) towards reading, influence children's literacy development. The implications are that reading enhancement strategies have the potential to be incorporated into early childhood programs to support those children in particular who are seen as 'at risk'. Although parents are encouraged to read to their children and use the types of oral language interactions that children can practice which improves vocabulary, syntactic and semantic knowledge, the complexities of targeting home literacy intervention is often difficult to manage and resource. However, it is pleasing that many schools recognise that establishing early intervention programs [1] (0 - 4) is an effective practice to help combat this dilemma and give support to learning development to children prior to commencing school.
