启动全民扫盲。罗马尼亚预科班级的比较结果

Bianca Balea, M. Kovács, Codruta Temple
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引用次数: 0

摘要

研究表明,早期年级的阅读表现是整个学年阅读能力的一个强有力的预测指标,因此可能会影响儿童的学业和职业轨迹,而那些来自弱势社会经济背景的儿童会受到负面影响(Cunningham & Stanovich, 1997;Dolean et al., 2019)。采用比较方法,本研究旨在确定低社会经济背景的儿童在接受专门开发的紧急识字教学(干预组,IG)和未接受紧急识字教学(对照组,CG)的情况下,识字技能发展是否存在差异。扫盲计划是根据最近的科学证据制定的(Bear, 2022),强调了以下内容在紧急扫盲教学中的重要性:关于印刷(1)、字母和字母发音知识(2)、单词概念(3)、音素意识(4)和单词识别(5)的概念。干预在2021-2022学年进行,为期8个月,包括使用紧急读写能力评估,以及专门为预科年级开发的读写能力学习材料。总样本由25个预科班的300名儿童组成,分为干预组和对照组(分别为260名和40名学生),他们在干预前和干预后都对上述五种紧急读写概念和技能进行了评估。采用方差分析来检验两组儿童之间的差异。结果突出了读写能力发展方面的显著差异,IG组的儿童在所有五项指标上的得分都高于CG组的儿童。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
KICK-START LITERACY FOR ALL. COMPARATIVE RESULTS FROM ROMANIAN PREPARATORY GRADE CLASSROOMS
Research shows that reading performance in the early grades is a strong predictor of reading ability throughout the school years, and is therefore likely to impact children’s academic and career trajectories, with those of children coming from disadvantaged socio-economic backgrounds being negatively impacted (Cunningham & Stanovich, 1997; Dolean et al., 2019). Using a comparative approach, the present study aimed to determine whether there were differences in literacy skills development in children from low socio-economic backgrounds who received specifically developed emergent literacy instruction (intervention group, IG) and those who did not (control group, CG). The literacy program was developed based on recent scientific evidence (Bear, 2022) emphasizing the importance of the following in emergent literacy instruction: concepts about print (1), alphabet and letter-sound knowledge (2), concept of word (3), phoneme awareness (4), and word recognition (5). The intervention took place in the 2021-2022 school year, over an 8-month period, and consisted of using emergent literacy assessments, as well as literacy learning materials developed specifically for the preparatory grades. The total sample consisted of 300 children in 25 preparatory grade classes, divided between intervention and control groups (260 and 40 students, respectively), who were all assessed on the five abovementioned emergent literacy concepts and skills, pre- and post-intervention. ANOVA analyses were conducted to test for differences between children in the two groups. Results highlight significant differences in terms of literacy development, with children in IG showing higher scores on all the five measures than children in the CG.
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