形态干预对识字知识和阅读动机的影响:不同社会经济地位的集群随机比较试验幼儿园

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¹Education Department and Literacy Education Center, Western Galilee College, The Center for the Study of Society, University of Haifa, Israel.

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概括

基于讲故事的干预改善了来自低中社会经济地位 (SES) 背景的幼儿的语言,识字和阅读动机. 该计划显示,低SES儿童在词汇和打印概念方面特别受益.

科学领域:

幼儿教育儿童早期教育
发展心理学发展心理学
应用语言学应用语言学

背景情况:

社会经济地位 (SES) 显著影响早期语言和识字发展.
有针对性的干预措施对于弥合来自不利背景的儿童的成绩差距至关重要.
形态意识是阅读成功的一个关键预测因素.

研究的目的:

评估以讲故事为基础的形态干预对幼儿园儿童语言,识字和阅读动机的影响.
为了比较低,中,高社会经济地位 (SES) 群体的干预的有效性.
评估形态意识 (MA),印刷概念,词汇和阅读动机的变化.

主要方法:

集群随机对照试验对158名幼儿园儿童进行.
干预组接受了基于讲故事的形态指令.
对比组 (包括一个没有干预的高SES组) 接受了标准指令.
评估包括MA,印刷概念,词汇和阅读动机.

主要成果:

与干预组相比,干预组的MA和打印概念得分明显改善,相比于各自的对照组.
中期SES干预组表现出增强的词汇和动机.
低SES干预组在词汇和印刷概念方面表现优于其他组.
中等SES群体在阅读动机方面比低SES群体有更大的收益.

结论:

基于讲故事的形态干预积极影响幼儿的识字技能和阅读动机,特别是那些来自低中等SES背景的孩子.
干预设计应考虑不同SES级别儿童的特定需求.
早期识字干预可以减轻与SES相关的教育成果差异.

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形态干预对识字知识和阅读动机的影响:不同社会经济地位的集群随机比较试验 幼儿园