阅读和外部化行为之间的关系:一个相关的元分析
Sage E Pickren1, Jessica N Torelli2, Anna H Miller3
1Department of Special Education, Vanderbilt University, Nashville, TN, USA. Sage.pickren@gmail.com.
Annals of dyslexia
|July 1, 2024
概括
阅读技巧不佳与5-12岁儿童更多的外化行为有关. 这项对33项研究的元分析发现了显著的负相关性,强调了阅读能力对儿童整体发展的重要性.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 儿童精神病学 儿童精神病学
背景情况:
- 阅读能力对于学业成功至关重要,并具有长期的生活后果.
- 有行为障碍的学生往往表现出阅读能力不佳,学习障碍的学生可能表现出更多的行为问题.
- 在学龄儿童的阅读能力和外部化行为之间存在显著的关联.
研究的目的:
- 进行一项相关元分析,研究5-12岁学生的阅读和外部化行为之间的关联.
- 识别影响阅读和外部化行为之间的关系的潜在主持人.
主要方法:
- 进行了对33项研究的元分析,产生了88个效果大小.
- 使用了一种具有强大的方差估计的随机效应线性回归模型.
- 对测量和样本特征进行了主管分析.
主要成果:
- 在阅读和外部化行为 (p < 0.0001) 之间发现了显著的负相关性 (r = -0.1698).
- 主持人包括评分者的类型,行为维度 (例如,侵略性),纵向测量之间的时间,样本年龄和样本中男性的百分比.
- 阅读评估类型 (理解与单词阅读) 和样本社会经济地位并没有调节这种关系.
结论:
- 这些发现强调了阅读困难和儿童的外部化行为之间的重要联系.
- 了解这种关联对识别和干预小学儿童的残疾有影响.
- 未来的研究应该探索这种关系的共同认知和环境因素.
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