注意力控制,过度活动-冲动性和阅读技能对四年级国家写作测试成绩的贡献
Erin K Reid1, Yusra Ahmed2, Milena A Keller-Margulis3
1Baylor College of Medicine/Texas Children's Hospital, Houston, TX, USA.
Journal of school psychology
|July 28, 2023
概括
注意力控制和阅读理解显著影响四年级学生的写作表现. 基本的文字阅读技能变得不那么重要,因为在小学高年级学术要求增加.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 认知科学 认知科学
背景情况:
- 写作能力对于学术和专业的成功至关重要,但许多学生都很难达到写作标准.
- 虽然注意力控制和阅读技能与写作质量有关,但研究往往侧重于年幼的儿童.
- 这项研究考察了老年学生,特别是四年级难以阅读的学生之间的这些关系.
研究的目的:
- 评估注意力控制,过度活跃-冲动性,文字阅读和阅读理解与整体写作表现之间的关系.
- 确定哪些认知和阅读因素最能预测四年级学生的写作成功.
- 为旨在提高高年级小学生写作能力的干预措施提供信息.
主要方法:
- 这项研究涉及266名四年级难以阅读的读者.
- 参与者完成了注意力控制,多动冲动 (SWAN),文字阅读 (Woodcock-Johnson III字母识别),阅读理解 (Woodcock-Johnson III段落理解) 和写作 (STAAR写作测试) 的评估.
主要成果:
- 注意力控制 (β=0.51,p<0.01) 和阅读理解 (β=0.55,p<0.001) 显著预测了整体写作表现.
- 过度活跃-冲动性与文字阅读,阅读理解或写作没有显著的关系.
- 阅读理解对写作的影响比单词阅读的影响更大 (β=0.55对比β=0.13).
结论:
- 随着小学高年级的学术严谨性增加,阅读理解和注意力控制对于写作成功变得比基本的文字阅读技能更为关键.
- 研究结果表明,随着学生在学校的进步,对写作的认知需求发生了变化.
- 干预措施应侧重于加强阅读理解和注意力控制,以提高老年学生的写作能力.
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