阅读干预的有效性是否取决于学生的西班牙语或英语水平?
Erin Hogan1, Sharon Vaughn1, Anna-Mari Fall1
1Meadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin.
Learning and individual differences
|November 4, 2024
概括
这项研究发现,较高的英语水平显著改善了多语言学习者的阅读干预结果. 阅读困难的学生普遍具有较低的整体语言技能.
科学领域:
- 教育心理学教育心理学
- 语言学的语言学.
- 阅读科学 阅读科学
背景情况:
- 许多多语言学习者 (MLs) 经历阅读困难.
- 在干预反应中,第一语言 (L1) 和第二语言 (L2) 熟练的作用尚未完全理解.
研究的目的:
- 检查西班牙语 (L1) 和英语 (L2) 语言能力是否适度了密集阅读干预的有效性.
- 评估阅读困难的六年级和七年级ML的阅读成果.
主要方法:
- 确认因素分析估计了西班牙语和英语的熟练程度 (词汇,语法,语法).
- 潜变量调节结构方程建模分析了基于L1/L2熟练程度的干预效应.
- 这项研究的重点是中年级的多语言学习者.
主要成果:
- 总体而言,西班牙语和英语的语言能力低于样本的平均水平.
- 发现了显著的缓解效应:更高的英语水平放大了干预对字母和单词识别的影响.
- 在西班牙语能力方面没有观察到显著的适度.
结论:
- 对于具有较强英语能力的MLS来说,密集阅读干预可能更有效.
- 低L1和L2熟练程度在阅读挑战的中年级ML中很常见.
- 针对英语语言发展的有针对性的支持可以提高MLs的阅读干预结果.
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