在中学比较阅读困难查选项:教师评分是否提高了准确性?
Eunsoo Cho1, Courtenay A Barrett2
1School of Education, University of California, Riverside.
School psychology (Washington, D.C.)
|November 14, 2024
概括
识别中学阅读困难需要多次评估. 结合口语阅读流 (ORF) 和阅读理解选器,以及教师的投入,最好预测学生对阅读干预的需求.
科学领域:
- 教育心理学教育心理学
- 识字研究 识字研究
- 青少年发展 青少年发展
背景情况:
- 阅读理解需求在中学增加,需要早期识别有阅读问题的学生.
- 准确的查对于及时补救至关重要,以防止中学教育中持续存在的阅读困难.
- 对中学生有效的阅读选方法的研究有限.
研究的目的:
- 评估各种阅读选器的预测准确性,用于中学状态评估.
- 确定选器和教师评级的最佳组合,以确定需要阅读干预的学生.
- 评估有效选组合之间的协议率.
主要方法:
- 分析了12个教室193名六年级学生的数据.
- 评估选器包括视觉词效率,口头阅读流 (ORF),迷宫和多选阅读理解 (MCRC).
- 采用后勤回归和接收器运行特征 (ROC) 曲线分析.
主要成果:
- 没有单一的选器能够准确地预测能力;两个或三个选器的组合 (例如ORF + MCRC,ORF + 迷宫 + MCRC) 可以提高准确性.
- 教师评级提高了分类准确性,其有效性因选组合而异.
- 在识别干预学生时,最准确的查组合之间观察到高度一致.
结论:
- 有效的中学阅读选依赖于针对不同阅读技能的多元组件评估.
- 结合口语阅读流性,理解度和教师投入,提供了一种强大的方法来识别需要阅读支持的学生.
- 进一步的研究应该探索这些综合查策略的实际实施.
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