动态评估的词学习作为一个预测响应词汇干预的反应
Elizabeth Spencer Kelley1, Lindsey Peters-Sanders2, Houston Sanders3
1Department of Speech, Language and Hearing Sciences, University of Missouri, United States.
Journal of communication disorders
|November 24, 2024
概括
无论是静态的还是动态的词汇量都能预测学龄前儿童对单词学习干预措施的反应. 这些评估有助于识别可能需要更密集的支持以改善语言发展的儿童.
科学领域:
- 幼儿教育 儿童早期教育
- 语音和语言病理学 语言病理学
- 发展心理学 发展心理学
背景情况:
- 获得词汇对于学龄前儿童的学业成功至关重要.
- 确定儿童对早期干预的反应能力对于有针对性的支持至关重要.
- 了解干预反应的预测因素可以优化语言发展策略.
研究的目的:
- 评估如何静态和动态的词汇量测量预测对学前干预的反应.
- 确定这些措施是否能识别出对词汇干预反应较差的儿童.
- 评估不同测量组合对干预结果的预测准确度.
主要方法:
- 46名学龄前儿童参加了两个集群随机化疗效试验.
- 孩子们完成了静态词汇和动态词学习评估.
- 在干预后,使用基于课程的定义任务来衡量词汇的增长.
主要成果:
- 静态和动态测量都显著预测了词汇学习 (42%的综合差异).
- 仅通过动态评估就能确定76%的受访者;综合测量达到79%.
- 静态测量发现了93%的不良响应者,而动态测量发现了88%.
结论:
- 静态和动态测量有效预测学龄前儿童对词汇干预的反应.
- 这些措施为分类良好和不良响应者提供了有价值的见解.
- 动态评估显示了预测干预反应和指导集中课程安置的潜力.
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