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潜在的个人资料作为对阅读困难的学生对教学反应的预测因素
P A Kulesz1,2, G J Roberts3, D J Francis1,2
1Department of Psychology, University of Houston, TX, USA.
Journal of educational psychology
|July 15, 2024
概括
阅读困难 (RD) 的学生不是一个统一的群体. 识别不同的认知语言概况可以预测对阅读理解指令的反应,这表明需要量身定制的干预措施.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 神经科学是一个神经科学.
背景情况:
- 阅读困难 (RD) 的小学学生需要明确,系统,小组,基于证据的阅读指导.
- 标准干预措施可能不足以让所有具有RD的学生达到年级水平的阅读能力.
研究的目的:
- 通过使用隐性个人资料分析,研究基础语言和认知技能基础的RD的小学学生的异质性.
- 用混合建模来确定已识别的潜伏配置文件是否预测学生对阅读理解指令的反应.
主要方法:
- 隐性个人资料分析 (LPA) 用于识别RD的学生中的子组.
- 采用混合建模来评估潜伏配置文件和阅读理解增长之间的预测关系.
- 该研究包括335名学生,包括具有RD的学生和57名典型的发展学生.
主要成果:
- 在RD的学生中,LPA揭示了两个截然不同的个人资料:一个具有更高的语言/认知技能和较低的注意力,另一个具有更强的注意力和较低的语言/认知技能.
- 这些潜伏的个人资料显著预测了学生对阅读理解指令的反应.
- 在RD人群中,有异质性的证据被证明.
结论:
- 这些发现支持对个性化,定制的阅读干预措施的需求,这些干预措施是根据学生的特定认知语言概况量身定制的.
- 未来的研究应该探索定制干预措施的有效性,以改善RD学生的阅读成果.
- 识别和解决RD学生中的异质性对于推进阅读干预策略至关重要.
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