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家庭识字环境和学习障碍和没有学习障碍的儿童的阅读发展

Rachelle M Johnson^1,2, Sara A Hart³, Richard K Wagner^1,2

¹Department of Psychology, Florida State University, Tallahassee, USA.

Developmental science

|June 4, 2025

概括

家庭识字环境 (HLE) 对所有儿童的早期阅读产生积极影响,包括那些有学习障碍 (LD) 的儿童. 虽然HLE对初始阅读能力至关重要,但其影响在两个群体的后年级下降.

科学领域:

儿童发展儿童发展
教育心理学教育心理学
学习障碍研究研究学习障碍

背景情况:

家庭识字环境 (HLE) 与早期阅读成功有关.
有限的研究存在于HLE对学习障碍 (LDs) 的学生的影响.

研究的目的:

调查HLE和在有或没有LD的儿童中阅读成就之间的关系.
检查从幼儿园到五年级的阅读成长轨迹.

主要方法:

使用了ECLS-K:2011数据集,其中包括2090名儿童 (50%患有LD).
采用潜增长曲线建模来分析阅读发展.
根据社会经济地位 (SES) 进行控制.

主要成果:

在两组中,HLE与初始阅读性能 (截取) 呈正相关性.
与对照人群相比,LD学生的初始表现较低,但增长率更高.
积极的HLE阅读链接没有持续到后来的等级;两个组都出现了与增长率 (斜率) 的负相关性.
在对SES进行控制后,调查结果保持一致.

结论:

在有或没有LD的儿童中,HLE对于基础阅读技能至关重要.
HLE对阅读发展的影响随着时间的推移而变化,在以后的学年中回报率下降.
支持HLE的干预措施可能对不同学习者同样有益.

关键词:

ECLS-K:2011年在线阅读家庭识字环境环境学习障碍学习障碍是什么在纵向的长度上.阅读成绩阅读成绩

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