在以语言为基础的学习障碍的小学学生中写作:一项试点研究来检查可行性和承诺
Cynthia S Puranik1, Anthony Koutsoftas2
1College of Education and Human Development, Georgia State University, Atlanta.
Language, speech, and hearing services in schools
|June 20, 2024
概括
这项研究表明,对于基于语言的学习障碍 (LLD) 的学生来说,写作干预 (WILLD) 是可行的. 这项干预措施改善了写作质量,并减少了四年级和五年级学生的错误.
科学领域:
- 教育心理学教育心理学
- 特殊教育 特殊教育
- 语音语言病理学 语言病理学
背景情况:
- 基于语言的学习障碍 (LLD) 的儿童面临着重大的写作挑战.
- 对LLD有效的写作干预措施的经验证据有限.
研究的目的:
- 评估写作干预 (WILLD) 的可行性和有效性,用于LLD的4年级和5年级学生.
- 用自我调节策略评估一个针对单词,句子和话语写作水平的程序.
主要方法:
- 来自三个学校的15名LLD学生参加了比赛.
- 在12周内使用了集团内部的前后设计.
- 训练有素的语音语言病理学家和特殊教育工作者在小组中进行了干预.
主要成果:
- 学生在写作质量方面表现出了统计学上显著的改善.
- 干预后观察到语法错误的显著减少.
- 威尔德的干预显示了增强信息写作技能的前景.
结论:
- 对于拥有LLD学位的学生来说,WILLD干预是可行的.
- 这项干预措施有望改善SLP和特殊教育工作者提供的写作成果.
- 需要进一步的研究来探索影响和完善干预.
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