读写能力的动态评估:在不同社会经济地位的困难儿童中有用
Sara Mata1,2, Isabel Monte-Tablada2, Bart Vogelaar3
1Department of Personality, Assessment and Psychological Treatment, University of Granada, Granada, Spain.
概括
来自低社会经济背景的儿童拥有尚未开发的识字潜力. 动态评估揭示了他们的学习能力,为处于危险的年轻人提供了有针对性的阅读和写作干预措施.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 语言学的语言学.
背景情况:
- 来自低社会经济背景的儿童经常表现出识字技能缺陷.
- 了解这些孩子的特定技能和学习潜力对于有效的发展至关重要.
- 传统的评估可能无法充分捕捉面临社会经济挑战的儿童的能力.
研究的目的:
- 调查来自低社会经济地位的儿童的识字技能和学习潜力.
- 将这些技能与阅读困难的儿童和典型发育的儿童进行比较.
- 评估动态评估方法在识别学习潜力和行为特征方面的有用性.
主要方法:
- 分析了三组439名儿童:社会经济不利,识字困难和典型发育.
- 利用动态评估方法来确定识字技能和阅读和写作中的学习潜力.
- 在测试情况下观察和分析儿童的行为.
主要成果:
- 在传统的识字测试中,社会经济弱势儿童和识字困难儿童的表现类似.
- 与具有识字困难的儿童相比,具有社会经济劣势的儿童在阅读和写作技能的学习潜力明显更高.
- 在测试期间,在不同参与者群体中观察到不同的行为特征.
结论:
- 动态评估在区分学习潜力方面是有效的,特别是在面临社会经济劣势的儿童中.
- 面临风险儿童的干预计划不仅要考虑初始的识字水平,还要考虑学习潜力和行为特征.
- 早期识别学习潜力可以指导开发更有效的阅读和写作支持策略.
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