针对有学习障碍的英语学习者的写作干预研究综述

IF 1.6 4区 教育学 Q2 EDUCATION, SPECIAL
Yang Fu, Jason C. Chow, Ariel Chung
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引用次数: 0

摘要

写作是人们终生使用的一项基本技能。尽管之前的系统性综述和荟萃分析回顾了写作干预对有学习障碍的学生和英语学习者的影响,但我们对针对有学习障碍或有学习障碍风险的英语学习者(有学习障碍的英语学习者)的有效写作过程类型干预知之甚少。因此,本系统性综述确定并综合了七项包括有学习障碍的英语学习者在内的写作干预研究。我们进一步分析了各项研究的参与者特征、干预者特征、教学方法和干预结果。结果表明,该领域的定量干预研究很少。我们确定并讨论了一些普遍实施的干预要素,以及影响、局限性和未来方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Synthesis of Writing Intervention Studies for English Learners With Learning Disabilities
Writing is an essential skill that people use throughout their lifetime. Although previous systematic reviews and meta-analyses had reviewed the effect of writing interventions on students with learning disabilities and English learners, we know little about the effective writing process-types interventions for English learners with or at risk for learning disabilities (ELs with LD). Therefore, this systematic review identified and synthesized seven writing intervention studies that include ELs with LD. We further analyzed participant characteristics, interventionist characteristics, instructional methods, and intervention outcomes across studies. The result showed the scarcity of quantitative intervention studies in the area. Some commonly implemented intervention elements are identified and discussed, as well as implications, limitations, and future directions.
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来源期刊
CiteScore
3.50
自引率
11.10%
发文量
19
期刊介绍: Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.
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