印刷和数字阅读习惯和特殊教育需求和没有特殊教育需求的儿童的理解能力
Cristina Vargas1, Lidia Altamura1, Mari Carmen Blanco-Gandía2
1University of Valencia, Spain.
Research in developmental disabilities
|January 24, 2024
概括
在印刷品中促进休阅读有利于所有小学学生,包括那些有特殊教育需求 (SEN) 的学生. 学术数字阅读可能会阻碍文字理解的发展,无论SEN状态如何.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 识字研究 识字研究
背景情况:
- 在有特殊教育需求 (SEN) 的小学学生中,文本理解挑战很普遍.
- 阅读接触新词汇和知识对于发展文本理解能力至关重要.
研究的目的:
- 调查阅读频率 (休与学术) 和阅读媒介 (印刷与数字) 对小学学生文本理解的影响.
- 单独对有特殊教育需求 (SEN) 和没有特殊教育需求 (SEN) 的学生研究这些影响.
主要方法:
- 一项涉及2289名西班牙学生 (4至6年级) 的研究,其中包括212名SEN.
- 进行了自我报告的阅读习惯 (频率和介质) 和标准化文本理解测试.
- 为了分析关联,使用了具有强大的最大概率估计的多重回归模型.
主要成果:
- 休阅读与文字理解有积极的相关性.
- 学术数字阅读与文本理解有负面关联.
- 这些关联在拥有和没有SEN的学生之间是一致的.
结论:
- 鼓励休阅读印刷品对所有小学学生都是有益的,无论他们的SEN状态如何.
- 建议在小学使用数字文本获取知识时谨慎使用,因为它可能会阻碍理解.
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