| 英文摘要 |
This study presents the latent patterns of kindergarten literacy environment and examines the relationships of these patterns to the first graders’ basic reading skills. The participants were 290 first graders from one elementary school in a non-metropolitan area of Taiwan. The evaluation of 13 kindergartens which the participants attended was conducted via the self-developed Kindergarten Literacy Environment Scale. The items of the scale reflected the phenomena perceived by the researchers through triangulating their observations, interviews and collection of artifacts in the field. Five aspects of the literacy environment were evaluated, including physical environment, text materials, literacy routines, literacy activities, and phonological activities. A cluster analysis was conducted to display the latent patterns of the literacy environment. The findings indicate the differences of SES in the three test scores of phonetic symbols, Chinese word recognition, and reading comprehension. After the SES was controlled as a covariate, the differences of the latent patterns of kindergarten literacy environment in the three reading tests were still found. The results underscore the importance of kindergarten literacy environment in Chinese early literacy development. |
