1至9年级阅读和算术流性发展中的方向关联:一个随机截取交叉滞后面板模型
Maria Psyridou1, Asko Tolvanen2, Tuire Koponen3
1Department of Psychology, University of Jyvaskyla.
Developmental psychology
|March 3, 2025
概括
阅读和算术流性显示出强烈的联系,特别是在早期的学年. 针对阅读和数学技能的早期干预可以提高学业成绩.
科学领域:
- 发展心理学是发展心理学.
- 教育心理学教育心理学
- 认知科学是一种认知科学.
背景情况:
- 阅读流和算术流是关键的学术技能.
- 了解它们的发育相互作用是教育干预的关键.
研究的目的:
- 调查沉默阅读流性和算术流性之间的关联的方向性.
- 检查这些协会在整个发展阶段,从1级到9级.
- 区分人与人之间的协会和人内协会.
主要方法:
- 一项长度研究,共有2518名芬兰参与者.
- 从1级到9级的七个评估时间点.
- 随机拦截交叉滞后面板模型 (RI-CLPM) 分析.
主要成果:
- 在人与人之间,阅读和算术流之间存在强烈的正相关性.
- 显著的人内关联主要在早期 (1-3年级) 发现.
- 从 1 级到 2 级的双向效应 (阅读<->算术);从 2 级到 3 级的单向效应 (阅读 ->算术).
结论:
- 早期发育显示了阅读和算术流之间的动态相互作用.
- 培养阅读技能可能会支持初级数学的发展,反之亦然.
- 在早期干预中针对这两个领域可以提高整体学业成绩.
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