调查中学新兴双语学生的阅读概况,他们有明显的阅读理解困难
Philip Capin1, Sharon Vaughn1, Joseph E Miller1
1Meadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin.
概括
新兴的双语者 (EBs) 显示出不同的阅读档案,许多人在文字阅读和词汇中扎. 尽管面临最初的挑战,但一些EB随着时间的推移显示出阅读理解能力的显著增长.
科学领域:
- 教育心理学教育心理学
- 语言学的语言学.
- 发展心理学 发展心理学
背景情况:
- 中学讲西班牙语的新兴双语者 (EBs) 经常面临阅读理解方面的挑战.
- 了解不同的阅读个人资料对于有效的教育支持至关重要.
研究的目的:
- 在讲西班牙语的EB中识别不同的阅读档案,其阅读理解能力低于年级水平.
- 检查阅读理解表现在这些已识别的个人资料中在一年内如何演变.
主要方法:
- 基于单词阅读和词汇,使用潜质分析对340名西班牙裔EB (6-7年级) 进行了分组.
- 增长模型分析了每个个人资料中的阅读理解随时间变化.
主要成果:
- 出现了四种不同的阅读概况,主要以低词阅读和词汇知识为特征.
- 阅读理解在不同个人资料中存在差异,表现最低的群体在一年内表现出最显著的增长.
结论:
- 在阅读困难的西班牙语EB的阅读个人资料中存在显著的异质性.
- 文字阅读缺陷很普遍,突出了针对性干预的需要.
- 识别这些特征是制定有效的预防和补救策略的关键.
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