互动书籍阅读以加速幼儿园儿童的词语学习 发展性语言障碍:将基于检索的实践纳入培训中
Katherine R Gordon1, Danielle Moss2, Rebecca E Swinburne Romine3
1Center for Childhood Deafness, Language, and Learning, Boys Town National Research Hospital, Omaha, NE.
Language, speech, and hearing services in schools
|August 13, 2025
概括
基于检索的实践和被动训练都有效地支持发育性语言障碍 (DLD) 的儿童的词汇学习. 预干预技能,而不是检索频率,预测学习成果,强调持续评估的重要性.
科学领域:
- 语音和语言病理学 语言病理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 实验室研究表明,检索实践可以提高单词的学习和记忆,而不是被动方法.
- 患有发育性语言障碍 (DLD) 的儿童经常从有针对性的干预措施中受益,以提高语言技能.
研究的目的:
- 为了比较基于检索的实践与被动训练在DLD儿童的互动性书籍阅读干预的有效性.
- 调查是否改变检索机会的比例会影响这个群体的单词学习和记忆.
主要方法:
- 37名患有DLD的幼儿园儿童参加了15个会议的干预.
- 干预条件在获取机会的频率上有所不同 (高,中,低).
- 词的学习和记忆被评估在,立即之后,以及4,8,12周的干预后.
主要成果:
- 检索机会的比例没有影响学习或保留率.
- 最初的语言技能是学习成功的主要预测因素.
- 母亲教育与学习率有积极的相关性;女性更慢地忘记定义.
结论:
- 基于检索的和被动的交互式书籍阅读干预措施都有效地支持DLD儿童的词汇学习.
- 干预前的特征是学习和忘记率的糟糕预测因素.
- 频繁的培训评估对于衡量个人的有效性至关重要,定期进行干预后检查以保持.
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