学校SES对识字发展的影响
Naymé Salas1, Mariona Pascual1,2
1Departament de Didàctica de la Llengua i la Literatura, i de les Ciències Socials, Facultat de Ciències de l'Educació, Universitat Autònoma de Barcelona, Barcelona, Spain.
PloS one
|December 21, 2023
概括
学校的社会经济地位会影响学生的识字能力,特别是阅读理解等高阶技能. 然而,认知和语言技能最终对儿童的识字发展更为关键.
科学领域:
- 教育教育教育教育教育教育.
- 发展心理学 发展心理学
- 社会语言学 社会语言学
背景情况:
- 识字对于社会参与至关重要.
- 对影响识字发展的上下文变量存在有限的研究.
- 学校的社会经济地位 (S-SES) 是影响识字成就的潜在因素.
研究的目的:
- 调查学校社会经济地位 (S-SES) 对儿童识字的影响.
- 确定S-SES是否影响了超越家庭社会经济地位 (SES) 的识字技能.
- 探索认知和语言技能在调解S-SES效应中的作用.
主要方法:
- 这项研究涉及878名西班牙低SES (易受伤害) 和中高SES (非易受伤害) 学校的2年级和4年级学生.
- 数据收集包括加泰罗尼亚语的语言,认知和识字任务.
- 对家族SES和其他共变量进行统计分析.
主要成果:
- 非易受伤害的学校的孩子在所有识字能力上都表现优于易受伤害的学校的孩子.
- 高级识字技能,如文本质量和阅读理解,受到S-SES的特别影响.
- 当考虑到儿童的认知和语言技能时,S-SES的影响显著减少.
结论:
- 学校SES影响学生的识字能力,独立于家庭SES.
- 认知和语言技能是识字表现的关键决定因素.
- 教育干预应专注于增强这些可操作的学科水平技能.
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