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赋予学校实施有效的基于研究的阅读修复能力,为儿童的阅读轨迹带来了持久的改善
Erin J Panda1, Trisha Woehrle2, Jan C Frijters1
1Brock University, Catharines, Ontario, Canada.
Journal of learning disabilities
|December 27, 2023
概括
早期阅读干预显著改善了儿童的阅读技能. 在学校实施的由研究支持的项目显示出长期的好处,特别是从二年级开始.
科学领域:
- 教育心理学教育心理学
- 识字研究 识字研究
- 干预科学 干预科学
背景情况:
- 基于证据的阅读干预措施与当前的学校实践之间存在很大的差距.
- 有效的阅读干预策略对于阅读困难的儿童至关重要.
研究的目的:
- 评估在加拿大学校实施的基于研究的阅读干预 (EmpowerTM Reading) 的有效性.
- 评估早期与后期干预对阅读轨迹的长期影响.
- 将学校系统主导的干预结果与研究人员主导的干预和控制结果进行比较.
主要方法:
- 研究1:对接受EmpowerTM阅读的731名儿童 (K-5) 阅读轨迹的成长曲线分析.
- 研究2:对341名学校系统主导干预的儿童的阅读结果进行干预前后的比较.与对照对照.
- 使用标准化测量解码和阅读理解.
主要成果:
- 在接受EmpowerTM阅读的儿童中观察到阅读轨迹的显著长期积极转变.
- 较早的干预 (二级) 与较晚的干预 (三级) 相比,产生了更好的长期结果.
- 学校系统主导的干预和研究人员主导的干预都显示出比对照组更大的改善.
结论:
- 在学校系统中成功实施研究验证的阅读干预是可以实现的.
- 研究与实践之间的伙伴关系对于弥合有效阅读指导的差距至关重要.
- 早期干预对改善阅读困难儿童的阅读结果更有好处.
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