截止点,灵敏度和特异性用于选儿童阅读流性
Hugo Cogo-Moreira1, Giovanna Lima Molinari2, Carolina Alves Ferreira de Carvalho2
1Department of Education, ICT and Learning, Østfold University College - Fredrikstad, Norway.
CoDAS
|June 7, 2023
概括
这项研究确定了小学学生的阅读速度和准确性基准. 这些切线有助于对阅读表现进行分类,并为阅读困难的读者提供早期干预指南.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 阅读科学 阅读科学
背景情况:
- 准确的阅读评估对于识别需要支持的学生至关重要.
- 建立阅读流性的规范性数据对于早期识别阅读困难至关重要.
- 之前的研究集中在特定的年龄组,需要更广泛的年级水平的基准.
研究的目的:
- 为小学学生 (二至五年级) 建立阅读速度和准确度的截止点.
- 为了确定适当的文本理解的最低性能值.
- 为了使学生可以被分类为良好的或差的阅读表现类别.
主要方法:
- 分析了147个口头阅读和文本理解评估协议.
- 包含有或没有阅读困难的3年级到5年级的学生.
- 使用接收器操作特征 (ROC) 曲线来计算读取流动性参数的灵敏度和特异性.
主要成果:
- 对读数速度和准确度的灵敏度和特异性值在三年级,四年级和五年级被确定.
- 在速率和精度指标之间的ROC曲线性能中没有发现统计学上显著的差异.
- 2年级的阅读成绩值是根据现有数据数学估计的.
结论:
- 确定了2年级和3年级读书表现的预期切断值.
- 建议使用口头文本阅读率作为阅读理解的主要选工具.
- 提供了一个框架来对小学生的阅读能力进行分类.
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