(不是这样) 全民识字选:对教育工作者进行的一项调查显示,实施的变化很大
Ola Ozernov-Palchik1,2, Zoe Elizee3, Fabio Catania3
1McGovern Institute for Brain Research, MIT, Cambridge, MA, 02139, USA. oozernov@mit.edu.
Annals of dyslexia
|October 29, 2025
概括
大多数州要求对年轻学生进行识字风险查,但实施情况各不相同. 不足够的培训和支持意味着许多有困难的读者可能无法及时接受干预.
科学领域:
- 教育政策 教育政策
- 早期识字发展 早期识字发展
- 教育心理学教育心理学
背景情况:
- 大多数美国州都要求在幼儿园到三年级对识字风险进行普遍查.
- 这些政策的有效性取决于一致的,高质量的查实践,这些实践仍然不清楚.
研究的目的:
- 检查K-3教育中普遍识字查的现实世界实施情况.
- 通过使用EPIS框架,识别阻碍查实施的忠实性和有效性的因素.
主要方法:
- 与39个州的K-3教育工作者 (N=251) 进行的调查研究.
- 在探索,准备,实施和维持 (EPIS) 框架的指导下对定量和定性数据的分析.
- 包括不同的学校类型,专业角色和经验水平.
主要成果:
- 在查剂的选择,使用,培训,评分和结果的使用方面发现了实质性的变异性.
- 许多教育工作者报告说,特别是对英语学习者来说,培训不足,缺乏系统的干预计划程序.
- 低SES学校的教育工作者面临着更大的时间和技术挑战.
结论:
- 目前的普遍查计划面临着重大实施挑战,这些挑战可能会阻碍早期识别和干预阅读困难的读者.
- 实施支持和专业发展的系统改进对于实现政策目标至关重要.
- 解决低SES学校的差异对于公平的查结果至关重要.
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