支持英语学习的孩子在早期识字发展方面取得成功
1Child Well-Being Research Institute, University of Canterbury, Christchurch, New Zealand.
概括
更好的开始识字方法有效地支持英语语言学习者 (ELL) 发展基础识字技能. 这种多层次的支持系统 (MTSS) 表明,在第一学年,ELL学生在关键的识字领域赶上了同龄人.
科学领域:
- 教育教育教育教育教育教育.
- 语言学的语言学.
- 心理学 心理学 心理学
背景情况:
- 更好的开始识字方法是一个基于优势的,文化响应的多层次支持系统 (MTSS) 早期识字.
- 它在800多所新西兰学校实施,旨在提高所有儿童的识字成功率.
- 这项研究专门研究了英语语言学习者 (ELL) 在学业的第一年对这种方法的反应.
研究的目的:
- 评估"更好的开始识字方法"在入学时被确定为英语语言学习者 (ELL) 的儿童的有效性.
- 在MTSS框架内,将ELL学生的识字技能发展与他们的非ELL同龄人进行比较.
- 确定影响ELL学生识字成长的因素.
主要方法:
- 采用了匹配的对照设计,比较了1853名ELL学生和1853名非ELL学生.
- 队列与种族,年龄,性别和社会经济地位相匹配.
- 评估的关键识字技能包括语音意识,语音-字形知识和口头叙事技能.
主要成果:
- 在10周的Tier 1 (通用) 教学后,ELL学生在语音意识和早期阅读/拼写任务方面表现出与非ELL同龄人相似的积极增长率.
- 预测ELL增长的预测因素包括较低的社会经济贫困,更大的基础英语词汇使用量,以及女性.
- 在2级 (有针对性的) 干预之后,ELL学生在听力理解和语音-字形技能方面表现出加速增长,缩小了与非ELL同龄人的差距.
结论:
- 支持教育工作者和专家的专业发展,更好的开始识字方法在培养ELL学生的基础识字方面是有效的.
- 这些发现强调了语音语言治疗师在MTSS框架内与教师合作,以支持早期识字的重要作用.
- 这项研究提供了有价值的见解,了解ELL在学校第一年对分层扫盲干预措施的反应.
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