检查特定学习障碍和没有特定学习障碍的青少年的单词水平技能和阅读理解概况
Cassidi L Richmond1, Mia C Daucourt2,3, Sara A Hart2,3
1School of Education and Human Development, University of Virginia.
概括
许多青少年,特别是那些有特定学习障碍 (SLD) 的青少年,都在努力提高单词级的阅读技能和理解能力. 持续干预文字技能对于改善这些学生的阅读理解至关重要.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 神经科学是一个神经科学.
背景情况:
- 青少年的识字发展是复杂的,并且有很大的差异.
- 特定学习障碍 (SLD) 通常会影响阅读能力,但难度的概况尚未完全理解.
- 了解这些特征是有针对性的教育干预的关键.
研究的目的:
- 在有或没有SLD的青少年中识别不同的识字概况.
- 检查这些形状的稳定性和从六年级到八年级的变化.
- 为了确定识字概况是否预测以后的阅读理解.
主要方法:
- 隐藏的个人资料分析 (LPA) 根据单词水平的技能和阅读理解来识别子组.
- 潜伏过渡分析 (LTA) 来追踪随时间推移的个人资料变化 (6-8年级).
- 通过回归分析,从已识别的个人资料中预测年终阅读理解能力.
主要成果:
- 大多数青少年在单词水平技能或理解方面表现低于平均水平;单词水平缺陷更为常见.
- 患有SLD的学生随着时间的推移显示出一致的识字概况,而典型的发展学生显示出更多的变化.
- 识字概况在年底对广泛阅读理解的预测能力有限.
结论:
- 青少年经常表现出同时发生的单词水平和阅读理解困难.
- 对于具有并发阅读挑战的青少年来说,对文字水平技能进行持续的有针对性的干预是必不可少的.
- 教育策略应解决识字概况的异质性,以提供有效的支持.
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