实施新的早期识字查的决定因素:障碍和促进者
Stephanie Tatel1, Laura Jo Darcy2, Emily J Solari2
1Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA. st3r@virginia.edu.
Annals of dyslexia
|July 16, 2025
概括
实施新的早期识字选器面临着时间和理解等挑战. 有效的采用需要易于管理,数据信任和教育工作者强有力的支持系统,以改善阅读干预.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 实施科学 实施科学
背景情况:
- 早期识字查对于识别有阅读困难风险的学生至关重要,并使及时干预成为可能.
- 实施新的选工具往往面临重大障碍,阻碍有效采用并影响教育成果.
- 了解这些障碍对于成功地将基于证据的实践融入学校至关重要.
研究的目的:
- 调查教育工作者在早期实施新的早期识字和语言选器时遇到的障碍和促进因素.
- 确定影响早期识字选工具成功采用的关键决定因素.
- 为改善基于证据的识字干预措施的实施提供见解.
主要方法:
- 采用混合方法方法,从调查 (n=694) 和与教育工作者聚焦小组 (n=39) 收集数据.
- 在实施研究综合框架 (CFIR) 的指导下,利用专题编码来分析定性和定量数据.
- 这一框架有助于确定影响采用和使用新选工具的因素.
主要成果:
- 四个关键主题出现了:易于管理,理解选器,对数据的信任和使用数据进行教学决策.
- 障碍包括时间限制,技术问题,以及对基于语言的子测试缺乏理解.
- 促进者是强大的内在设置支持,有效的沟通,以及阅读专家的作用,尽管来自并发举措的挑战.
结论:
- 早期识字选的成功实施取决于解决实际障碍,并利用诸如专业发展和领导力支持之类的促进者.
- 工具的代改进和战略领导对于在教育环境中扩大基于证据的实践至关重要.
- 未来的研究应该集中在纵向影响和无集成到现有的学校教学生态系统.
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