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听力理解及其对有特殊教育需要的小学学生阅读流性的影响:在主流包容性教室的研究

Shuting Zhang^1,2, Dengfeng Ren², Jiaojiao Wu²

¹The Faculty of Education, Southwest University, Chongqing, China.

Frontiers in psychology

|February 19, 2026

概括

与同龄人相比,有特殊教育需求 (SEN) 的学生表现出较低的听力理解 (LC),这一差距随着时间的推移而扩大. 有针对性的词汇和LC干预对于提高SEN学生的阅读流性至关重要.

科学领域:

* 教育心理学教育心理学
* 发展心理学发展心理学
* * 特殊教育特殊教育

背景情况:

* 识字发展是公共教育的核心目标,对可持续发展目标4至关重要.
*了解特殊教育需求 (SEN) 学生的识字能力对于包容性教育至关重要.
*阅读的直接和间接影响模型 (DIER) 提供了一个研究阅读发展的框架.

研究的目的:

* 调查SEN学生听力理解 (LC) 的纵向发展.
* 检查 LC 在 SEN 学生的阅读流性中的作用.
* 确定影响LC和阅读流性的因素.

主要方法:

*采用了纵向研究设计.
*中国包容性小学103名SEN学生的异质样本参与了调查.
*用于分析数据的标准化评估和强大的回归分析.

主要成果:

* SEN学生的LC比典型发育的同龄人低,差距在一年内增加.
*词汇对LC有显著的积极影响;性别和年级不是显著的预测因素.
* LC和拼写知识都是阅读流性的重要预测指标.

结论:

* 建议针对SEN学生进行专注于词汇,LC和拼写知识的有针对性的干预.
* 改进以教师为基础的SEN识别流程可能会提高包容性教育的质量和公平性.
* 调查结果强调了解决特定识字组件对于SEN学生学术成功的重要性.

关键词:

包容性教育包括教育.听力理解能力听力理解能力初级学生小学学生阅读流性阅读流性特殊教育需要的特殊教育需要.

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