从拼写到阅读:一个干预计划与儿童有阅读失败的风险
Liliana Salvador1, Margarida Alves Martins1
1Centro de Investigação em Educação, ISPA-Instituto Universitário, 1149-041 Lisboa, Portugal.
Journal of experimental child psychology
|May 5, 2024
概括
一个交互式拼写程序显著改善了高危第一年级儿童的阅读能力和拼写能力. 这种教育干预证明比语音意识或文字复制活动更有效,用于早期阅读发展.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 应用语言学 应用语言学
背景情况:
- 面临阅读困难风险的儿童经常在基础识字技能方面扎.
- 早期识别和有针对性的干预对于防止长期的学术挑战至关重要.
- 语音意识和拼写技能是阅读学习的相互关联的组成部分.
研究的目的:
- 评估互动拼写课程对高危一年级儿童阅读能力的影响.
- 评估该计划对拼写和语音意识的影响.
- 为了比较拼写程序与语音意识和单词复制干预措施的有效性.
主要方法:
- 一个准实验性设计,涉及来自葡萄牙四所学校的53名处于危险的第一年级儿童.
- 随机分配到三个组:交互式拼写程序,语音意识程序和单词复制程序.
- 每次20-30分钟的12次会议 (每周2-3次),对单词阅读,拼写和语音意识进行前后评估.
主要成果:
- 与其他组相比,互动拼写程序组在文字阅读和拼写方面表现出显著的改善.
- 在拼写和语音意识组之间,没有发现语音意识的显著差异.
- 单词复制组在所有指标中始终表现最低.
- 拼写组的后测字阅读分数达到班级平均值.
结论:
- 互动拼写指导是增强阅读能力的宝贵教学工具,可帮助那些有阅读困难风险的儿童学习阅读.
- 拼写活动可以为整体识字发展做出重大贡献,补充传统方法.
- 有针对性的拼写干预可以有效地弥合阅读水平与年级水平的差距.
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