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评估对双语学生叙事语言干预的有效性
Philip Capin1, Sharon Vaughn1, Sandra Laing Gillam2
1Department of Special Education, The University of Texas at Austin.
American journal of speech-language pathology
|October 19, 2023
概括
支持语言和识字知识 (SKILL) 计划改善了单语和双语学生的叙事技能. 这种基于语言的干预措施有利于学习者,无论他们的英语水平如何.
科学领域:
- 语言学的语言学.
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
背景情况:
- 叙事语言技能对于学业成功至关重要.
- 双语学习者在语言和识字发展方面可能会面临独特的挑战.
- 支持语言和识字知识 (SKILL) 计划是一种旨在增强这些技能的叙事语言干预.
研究的目的:
- 评估SKILL计划在叙事语言和阅读成果方面的有效性.
- 检查SKILL课程对单语和双语学生的影响是否有所不同.
- 调查干预前英语语言能力对干预结果的影响.
主要方法:
- 一项随机对照试验涉及355名面临英语语言和识字困难风险的学生.
- 学生被分配到技能干预或业务通常指导.
- 二级分析集中在148名双语和207名单语学生身上,评估口头/书面叙事语言和阅读理解.
主要成果:
- 技能计划在单语和双语学生的叙事语言测量上表现出可比的效果.
- 干预效应并没有根据学生干预前的英语表现而有所不同.
- 对于语言背景或熟练程度水平,没有发现显著的适度.
结论:
- 一种基于语言的方法,如SKILL程序,有效地改善了叙事的生产和各种学习者的理解.
- 技能计划有利于单语和双语学生,而不需要特定的英语能力值.
- 这些发现支持使用普遍的,以语言为中心的干预措施来改善识字成果.
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