毛里求斯四年级读写困难学生:口语阅读和拼写特点

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Sattiavany Veerabudren, Alta Kritzinger, Marien A. Graham, Salomé Geertsema, Mia le Roux
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引用次数: 0

摘要

背景:读写困难的学习者被安置在毛里求斯的政府学校,没有正式的课程调整和教师支持。人们对它们的RWD知之甚少。目的是描述四年级学生的RWD特征。目的:探讨四年级学生RWD的特点。环境:毛里求斯的公立小学,在城市和农村地区。方法:采用学习障碍筛查工具(STLD)对随机选择20所学校的四年级RWD学生进行筛查。采用了比较设计。67名RWD学习者(研究组[RG])的家长表示同意。根据学习成绩和同意度选择49名无RWD的学习者作为对照组。排除听力损失和视力障碍。采用临床语言功能评价观察评定量表(CELF-5 ORS)、Schonell拼写测验和Gray口语阅读测验。结果:CELF-5 ORS显示RG在口语、听力、口语阅读和写作方面存在广泛的困难。RG组和CG组在阅读和拼写方面存在显著差异。尽管是四年级(平均年龄9.0岁),RG的平均拼写年龄为5.5岁,相当于一年级水平。在RG的CELF-5测试中,STLD与听、说、读呈正相关。参与者在STLD上有特殊学习障碍的可能性越大,拼写就越差。那些有言语和语言延迟史的人在阅读和拼写方面表现得更差。结论:各项措施均证实了存在的困难。需要对特定学习障碍进行诊断评估,以排除智力残疾和其他合并症。毛里求斯的主流政府学校迫切需要为RWD学习者提供干预方案。项目应该包括语言治疗师,以预防、识别、诊断和干预为目标。贡献:本研究对教育系统中的语言治疗师和小学教师具有重要的指导意义。毛里求斯的主流政府学校迫切需要为RWD学习者实施干预计划。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Grade 4 learners with reading and writing difficulties in Mauritius: Oral reading and spelling characteristics
Background: Learners with reading and writing difficulties (RWD) are accommodated in Mauritian government schools without formal curriculum adjustment and teacher support. Little is known about their RWD. The aim was to describe the characteristics of Grade 4 learners with RWD.Aim: To describe the characteristics of Grade 4 learners with RWD.Setting: Government primary schools in Mauritius, in urban and rural areas.Methods: Grade 4 learners with RWD from 20 randomly selected schools were identified with the Screening Tool for Learning Disorders (STLD). A comparative design was used. Parents of 67 learners with RWD (research group [RG]) gave consent. Forty-nine learners without RWD were selected as a control group (CG) based on academic performance and consent. Hearing loss and visual impairment were excluded. The Clinical Evaluation of Language Function Observation Rating Scale (CELF-5 ORS), the Schonell Spelling Test and the Gray Oral Reading Test were used.Results: The CELF-5 ORS showed a wide range of difficulties of the RG with speaking, listening, oral reading and writing. There were significant differences between the RG and CG with reading and spelling. Despite being in Grade 4 (mean age 9.0 years), the mean spelling age for the RG was 5.5 years, corresponding to a Grade 1 level. Positive correlations were found between the STLD and listening, speaking and reading on the CELF-5 ORS for the RG. The more likely it was that participants had specific learning disorders on the STLD, the worse the spelling. Those with a history of speech and language delay performed more poorly with reading and spelling.Conclusion: Difficulties were confirmed by all the measures. Diagnostic assessments for specific learning disorders are required to exclude intellectual disability and other comorbidities. There is a dire need for intervention programs for learners with RWD in mainstream government schools in Mauritius. Programs should include speech-language therapists and aim at prevention, identification, diagnosis and intervention.Contribution: The study is important for speech–language therapists working in the education system and primary school teachers. There is a dire need to implement intervention programs for learners with RWD in mainstream government schools in Mauritius.
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
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