2年级和3年级不流利阅读者的阅读技能概况
David A Klingbeil1, Ethan R Van Norman2, Peter M Nelson3
1Department of Educational Psychology, University of Wisconsin-Madison, USA.
Journal of school psychology
|September 9, 2024
概括
仅仅阅读速度和准确性可能无法完全捕捉到具有文本阅读流性 (TRF) 挑战的学生的潜在技能差异. 识别不同的技能概况对于有效的TRF干预至关重要.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 阅读科学 阅读科学
背景情况:
- 文本阅读流 (TRF) 是二年级和三年级学生的一个关键干预目标.
- 不流利的阅读可能源于各种潜在的技能缺陷.
- 当前的干预措施通常集中在解码解决后的速度和准确性.
研究的目的:
- 调查 TRF 干预的学生是否存在不同的阅读能力组件配置文件.
- 确定阅读速度和准确性是否是这些潜在技能差异的敏感指标.
主要方法:
- 隐形形状分析用于2级和3级学生 (N=297) 被转介到TRF干预.
- 测量的组件技能包括听力理解,阅读理解,词汇,文字阅读效率和解码效率.
- 分析了学生的个人资料,以寻找阅读率的模式和差异.
主要成果:
- 在两年级中出现了四个不同的技能配置文件.
- 个人资料显示,在所有领域的文字阅读或理解,平均技能或低于平均水平的技能方面,各个领域都有不同的优势.
- 重要的是,平均阅读率在某些个人资料之间没有显著差异 (例如,理解与单词阅读的强度).
结论:
- 学生的阅读速度和准确性可能并不总是反映了影响TRF的潜在技能差异.
- 隐性个人资料分析提供了对影响TRF的组件技能更细致的看法.
- 干预策略可能需要考虑这些独特的技能配置文件,而不仅仅是速度和准确性.
相关概念视频
01:25Learning Disabilities
88
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Dyslexia
Dyslexia is a...
88
01:27Language and Cognition
336
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
336
01:22Language Development
327
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
327