危险学龄前儿童的结合语言和代码突发识字干预:系统的元分析审查
Jennie Cusiter1,2,3, Kate Short1,2,4, Annabel Webb1,5,6
1The University of Sydney, Sydney, New South Wales, Australia.
Child development
|May 3, 2025
概括
语言和编码技能的联合早期干预在学龄前儿童中显示出小但显著的效果. 平衡的方法,同样强调语言和代码,比不平衡的方法产生更好的结果.
科学领域:
- 幼儿教育 儿童早期教育
- 发展心理学 发展心理学
- 语言学的语言学.
背景情况:
- 处于危险阶段的学龄前儿童在语言和编码技能方面经常表现出缺陷,这对学业成功至关重要.
- 联合干预旨在解决这些双重需求,但它们的有效性和最佳设计需要进一步研究.
研究的目的:
- 系统地审查和分析语言和代码干预措施对有风险的学龄前儿童的有效性.
- 探索协同效应,并确定有效干预措施的特征.
- 检查语言和代码结果之间的关系.
主要方法:
- 在2023年3月之前发表的29项随机对照试验的元分析.
- 包括43项涉及9333名4-6岁儿童的干预措施.
- 对语言和编码技能的综合干预效应的分析.
主要成果:
- 在语言 (g=0.11) 和代码 (g=0.23) 干预方面发现了小的,统计学上显著的复合效应.
- 语言和代码结果显著相关 (p=0.032).
- 对语言和编码子技能均重视的干预措施,与重视不平等的干预措施相比,显示出同等或更高的结果.
结论:
- 语言和代码的联合干预为处于危险的学龄前儿童提供了小但有益的效果.
- 建议采取平衡的方法,以语言和代码技能为目标,以最大限度地提高干预的有效性.
- 未来的研究应该考虑在干预设计中语言和代码组件的最佳平衡.
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