阅读流与学术语言阅读理解之间的关系有限的证据
Douglas B Petersen1, Katherine Lindsey Swope2, Alisa Konishi-Therkildsen1
1Division of Communication Disorders, University of Wyoming, Laramie, WY, United States of America.
Journal of school psychology
|December 7, 2024
概括
通过速度和准确度衡量的阅读流性,不能可靠地预测年轻学生对学术语言的阅读理解. 教师在解释流利数据时应谨慎使用教学决策.
科学领域:
- 教育心理学教育心理学
- 语言和识字研究 语言和识字研究
背景情况:
- 阅读流和理解对于学术成功至关重要.
- 现有的研究往往假定流利与理解之间存在强烈联系.
- 流利在理解复杂的学术语言中的作用需要进一步研究.
研究的目的:
- 为了检查阅读流性和阅读理解之间的关系,在二年级和三年级的二年级水平的学术语言.
- 为了确定口头阅读流性评估是否是学术文本理解的有效指标.
主要方法:
- 在605名二年级和三年级的学生中,使用CUBED叙事语言测量:阅读 (NLM:R) 评估了阅读流性和理解能力.
- 使用学术进步指标 (MAP) 阅读评估来获得额外的理解数据.
- 进行了控制人口变量的部分相关性分析.
主要成果:
- 在NLM:R或MAP评估中,阅读流 (速率和准确性) 与阅读理解没有显著的相关性.
- 对种族/种族,性别和社会经济地位的控制没有改变这些发现.
- 阅读流度较低的学生与阅读流的学生相比,阅读理解能力并没有显著不同.
结论:
- 口头阅读流性评估可能不是阅读理解的有效指标,对于复杂的,学术语言.
- 教育人员在解释流利数据时应谨慎使用,以提供教学建议和干预识别.
- 需要进一步的研究,以了解学术背景下流利和理解的细微差别.
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