转移时间:在小学年级持续和螺旋式内容素养干预的长期影响
James S Kim1, Joshua B Gilbert1, Jackie Eunjung Relyea2
1Graduate School of Education, Harvard University.
Developmental psychology
|February 26, 2024
概括
持续的内容素养干预改善了小学学生的科学词汇和长期的学业成绩. 这种螺旋式课程方法增强了阅读和数学技能,显示了持久的积极影响.
科学领域:
- 教育教育教育教育教育教育.
- 识字研究 识字研究
- 教育心理学教育心理学
背景情况:
- 有效的识字干预对于小学学生的学业成功至关重要.
- 建立特定领域的知识和词汇是阅读理解的关键.
- 由于COVID-19的流行,影响了教育和学生的学习.
研究的目的:
- 评估一个持续和螺旋式的内容素养干预对小学学生.
- 确定干预对科学词汇,阅读理解和数学成就的影响.
- 评估干预对学术成果的长期影响.
主要方法:
- 这是一项随机对照试验,涉及30所小学2870名学生.
- 治疗组接受了完整的螺旋课程,包括内容识字课程和夏季阅读.
- 对照组接受了部分螺旋课程,只有三年级的课程;所有三年级的课程都是在线的.
主要成果:
- 治疗学生在1~3年级的科学词汇知识上明显优于对照学生.
- 在三年级的科学阅读,阅读理解和数学成绩中观察到积极的转移效应.
- 在4年级阅读理解和数学成绩的14个月随访后,发现了持续的影响.
结论:
- 一个内容素养干预,旋转主题和词汇跨越小学年级提高学术成绩.
- 这项干预表明,对阅读理解和数学有长期好处.
- 这种方法为改善学生学习成果提供了有价值的模型.
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