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补救性教育计划对提高学习障碍小学学生拼写技能的有效性
1Education College, Department of Special Education, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.
Frontiers in psychology
|February 20, 2026
概括
一个新的补救性教育计划显著改善了学习障碍的小学学生的拼写技能. 这次干预是干预.
科学领域:
- 教育心理学教育心理学
- 特殊教育 特殊教育
背景情况:
- 学习障碍显著影响学业成绩,特别是小学学生的拼写.
- 有针对性的干预对于解决学习障碍学生的识字挑战至关重要.
研究的目的:
- 开发和验证学习障碍拼写量表 (LDSS).
- 评估一个补救性教育干预措施的有效性,以改善学习障碍学生的拼写.
主要方法:
- 一个准实验性的设计,有实验组和对照组.
- 24名具有学习障碍的小学学生参加了比赛.
- 用LDSS来评估三个时间点的拼写表现.
主要成果:
- 与对照组相比,补救性干预组在拼写方面表现出了统计学上显著的改善.
- 观察到持续的积极结果,干预组的测试后和随访得分之间没有显著差异.
结论:
- 结构化的补救教育计划有效地改善和维持拼写表现.
- 有针对性的评估和干预对于在小学教育中解决与识字相关的学习障碍至关重要.
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