检查一个明确的声学意识干预:对幼儿第一声流利的影响
Mary Walsh1, Kelly Farquharson2, Linda Lombardino3
1Florida Center for Reading Research, Florida State University, Tallahassee, Florida.
Seminars in speech and language
|November 12, 2024
概括
幼儿园儿童在共享阅读期间通过明确的建模提高了第一声音流性 (FSF). 然而,这种语音意识技能并没有得到维护,这表明需要适应早期识字成功的策略.
科学领域:
- 儿童发展 儿童发展
- 早期的识字教育教育
- 语音语言病理学 语言病理学
背景情况:
- 语音意识对于新兴的识字能力至关重要.
- 第一个声音流利 (FSF) 是语音意识的关键组成部分.
- FSF的学前干预策略需要调查.
研究的目的:
- 评估明确的建模教学第一次声音流利 (FSF) 的学龄前儿童.
- 评估FSF技能的获得和维护.
- 为早期识字提供临床和教育实践的信息.
主要方法:
- 采用单个案例的A-B-A研究设计.
- 三个典型的发展学龄前儿童参加了.
- 干预涉及共享阅读书籍与明确的第一个声音建模和提示.
主要成果:
- 在干预期间,所有参与者都显示FSF的立即改善.
- FSF的获取速度加速,在五个会议内达到熟练程度.
- 在干预后,产生第一个声音的准确性并未始终保持.
结论:
- 显式建模可以促进在学龄前儿童中FSF的初步获取.
- 维护FSF技能需要进一步的研究和适应的战略.
- 这种方法可以被教育工作者和临床医生适应,以支持新兴的识字.
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