学生的基本阅读知识:考试经验,学位和时间使用
Esther R Lindström1, Kimberly A McFadden2, Qiong Fu2
1University of Illinois Chicago, Chicago, Illinois, USA.
Journal of intellectual disability research : JIDR
|September 4, 2025
概括
特殊教育教师根据经验和培训表现出不同的基本阅读知识. 建议有针对性的专业发展,以解决语音和语音意识方面的知识差距.
科学领域:
- * 特殊教育
- * 教师职业发展
- * 识字指导
背景情况:
- 对于特殊教育教师来说,基本的阅读内容知识至关重要.
- * 现有的教师知识指标缺乏教师特征分析.
- 了解这些差异可以为目标培训提供信息.
研究的目的:
- * 检查教师知识评估的心理特征:语言结构量表.
- * 调查与教师特征相关的差异性项目功能.
- * 发现特殊教育教师阅读知识的不一致性.
主要方法:
- * 拉什对20项教师知识评估的分析:语言结构尺度.
- *数据来自美国337名特殊教育教师.
- 使用教师经验,教育水平和教学时间作为焦点变量进行的DIF分析.
主要成果:
- * 在Rasch分析后,该尺度改进为18项,平均得分为11.9分 (SD=3.3).
- 在教师特点上观察到差异性项目功能 (DIF).
- *教师的经验和教学时间使用比教育水平 (3项) 更多的DIF (8项).
结论:
- 根据经验,学位和教学时间,特殊教育教师的基本阅读知识有很大差异.
- *不一致性凸显了教师准备和职业培训中结构化的识字标准的需要.
- 解决这些知识差距对于智力和发育障碍学生的早期阅读指导至关重要.
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