关于智障学生的微观宏观结构技能的学术写作干预的贡献
Carmit Altman1,2, Hadas Dueck1,3, Shlomit Shnitzer-Meirovich4
1Faculty of Education, Bar Ilan University, Ramat Gan, Israel.
Clinical linguistics & phonetics
|November 6, 2024
概括
一项学术写作干预改善了智力障碍学生的微观结构和宏观结构技能. 宏观结构技能表现出快速改善,而微观结构技能则逐渐改善.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 特殊教育 特殊教育
背景情况:
- 学术写作涉及复杂的微观结构 (语言) 和宏观结构 (连贯性) 的元素.
- 智障学生在学术写作中经常面临挑战.
- 了解有针对性的干预措施的影响对于支持这一群体至关重要.
研究的目的:
- 评估学术写作干预计划对智力障碍学生的有效性.
- 分析与微观结构和宏观结构指数的改进相关的学习曲线.
- 在高等教育中探索智力障碍成人的认知可变性和教育潜力.
主要方法:
- 实施了32个课程的螺旋式干预计划.
- 六名具有轻度智力障碍的大学生参与其中.
- 在整个干预期间,微观结构和宏观结构指数在五个时间点进行测量.
主要成果:
- 在微观结构 (例如,单词,句子,词汇密度) 和宏观结构 (例如,文本段落结构,全球-本地链接) 索引中都观察到显著的改善.
- 宏观结构指数在第一和第二次测量之间迅速增加,随后出现平原 (天花板效应).
- 在整个干预期内,微观结构指数表现出较慢,更一致的学习曲线.
结论:
- 定制的学术写作干预可以有效地提高智障学生写作的语言和连贯性方面.
- 显微结构和宏观结构的独特学习曲线表明不同的发展轨迹和潜在的干预步伐.
- 研究结果支持智力障碍成人的认知可变性,并突出了中学后教育支持计划的价值.
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