家庭识字 智力和发育障碍儿童的环境和干预措施:一个范围审查
Elizabeth E Biggs1, Allyson P Arserio1, Sarah E Robison2
1Department of Special Education, Vanderbilt University, Nashville, TN.
概括
本综述对智力和发育障碍 (IDD) 儿童家庭识字环境的研究进行了映射. 它强调了家长的做法,并确定了关于不同人群和研究质量的研究中的差距.
科学领域:
- 语音和语言病理学 语言病理学
- 发展心理学 发展心理学
- 特殊教育 特殊教育
背景情况:
- 家庭识字环境显著影响儿童的发展.
- 智力和发育障碍 (IDD) 和重大支持需求的儿童可能会从有针对性的家庭识字干预中受益.
- 了解当前的研究对于制定有效的支持策略至关重要.
研究的目的:
- 对3至21岁的IDD儿童和青少年家庭识字环境的文献进行范围审查.
- 确定关于家庭识字实践,家长互动和干预组件的研究.
- 绘制现有研究的地图,并确定文献中的空白.
主要方法:
- 在四个数据库中进行系统搜索.
- 包括同行评审的英语语言研究.
- 前进和后退的引文搜索.
- 关于参与者特征,研究重点,干预,设计,严格性和结果的数据图表.
主要成果:
- 包括60项研究,包括干预和非干预研究.
- 调查结果揭示了父母在共享阅读期间的观点,做法和互动风格.
- 发现的差距包括IDD子组的代表性有限,多样化的家庭,以及方法质量问题.
结论:
- 未来的研究应该专注于多样化的群体,并加强方法论的严谨性.
- 建议以家庭为中心和文化响应模式来改善家庭识字干预措施.
- 本综述为未来对IDD儿童的研究和干预设计提供了方向.
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