在共享阅读中自我调节和理解:口头互动和电子书讨论的调节效应促使阅读
Dandan Yang1,2, Yan Ge3, Yiwen Sun4
1University of California, Irvine, Irvine, California, USA.
Child development
|June 18, 2024
概括
具有较低自我调节能力的孩子们在故事理解方面扎. 具有讨论提示和英语口头化的交互式电子书可以改善注意力缺陷/多动症 (ADHD) 症状的儿童的故事理解.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 自律对于幼儿时期的学习和认知发展至关重要.
- 注意缺陷/多动症 (ADHD) 症状可能会影响执行功能,包括自我调节.
- 故事理解是关键的识字技能,受认知和行为因素的影响.
研究的目的:
- 调查儿童自我调节技能与故事理解之间的关联.
- 检查口头参与和电子书讨论促使这种关系中的调节作用.
- 确定潜在的干预措施,以改善ADHD症状儿童的故事理解.
主要方法:
- 3-7岁的儿童 (N=111) 参加了这项研究.
- 孩子们阅读一个互动的中英双语故事电子书,有或没有讨论提示.
- 家长的参与包括阅读课程和口头参与,数据收集于2020-2021年间.
主要成果:
- 较低的自我调节技能与较差的故事理解有显著的关联.
- 电子书讨论提示和增加英语口语化减轻了注意力不集中/过度活动对故事理解的负面影响.
- 这些发现强调了在数字阅读环境中交互元素和语言暴露的重要性.
结论:
- 自律是幼儿故事理解的关键预测因素.
- 带有指导讨论的交互式电子书可以帮助患有多动症的儿童发展识字技能.
- 这些发现有助于设计数字学习工具和针对有风险儿童的有针对性的干预措施.
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