早期手写发展:关于手写时间,可读性和拼写的纵向视角
Lidia Truxius1, Judith Sägesser Wyss2, Michelle N Maurer2,3
1Institute of Psychology, University of Bern, Bern, Switzerland.
Frontiers in psychology
|January 23, 2025
概括
一年级学生的手写技巧迅速提高,速度,可读性和拼写之间的最初强有力的联系变得越来越独立. 开始时的可读性预测了以后的速度和拼写.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 学习写作涉及复杂的外围 (手写速度,可读性) 和中央 (拼写) 过程.
- 由于手写不自动化,新手作家难以协调这些技能.
- 了解这些过程的发展相互作用是有效的教育支持的关键.
研究的目的:
- 在12个月的时间里,研究一年级儿童手写速度,可读性和拼写的发展和相互关系.
- 为了检查这些手写组件在儿童获得写作技能的过程中如何相互作用.
- 确定早期小学教育中手写发展的预测因素.
主要方法:
- 对363名讲德语的一年级学生 (平均年龄为7岁) 进行了纵向研究.
- 三个评估点超过12个月 (从1级开始到2级开始).
- 结构方程建模用于分析手写速度,可读性和拼写之间的相互关系.
主要成果:
- 所有手写领域 (速度,可读性,拼写) 在学年显著改善.
- 在收购开始时,相互关系最强,后来变得更加独立.
- 可读性和速度之间出现了反向的关系:最初,更快更易于阅读;后来,发生了权衡.
- 早期的手写可读性预测了后来的手写速度和拼写.
结论:
- 手写能力在教学第一年内迅速稳定.
- 在此期间,外围和中央手写过程之间的关联显著演变.
- 早期的可读性是影响其他手写组件发展的关键因素.
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