从生态系统角度看影响英格兰主流学校阅读障碍学习者学习经历的因素。

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2024-06-07 DOI:10.1002/dys.1768
Georgina Nnamani
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引用次数: 0

摘要

系统性文献综述(SLR)收录了 2015 年至 2021 年间撰写的七篇论文,从生态系统的角度探讨了英格兰主流学校中患有阅读障碍的学习者的教育经历,以及如何改善这种状况。分析采用关键词进行数据库搜索,并遵循 PRISMA 流程协议。它采用主题分析法对证据进行了综合,并确定了七个主题:读写困难的挑战;区别对待;负面成见;早期干预;教师培训;权力动态;以及合作。研究结果表明,有几个因素会影响有阅读障碍的学习者在英语主流学校的学习经历。同样,这些因素也可能反过来取决于教育政策。在此前提下,本系统性文献综述建议,为促进有阅读障碍的学习者获得积极的学习体验,以干预为目标的课堂策略应辅以影响个人学习体验的更广泛的环境策略,并从不同角度提供支持。采用全校参与的方式提供干预、教师培训、家长和学校合作以及专业合作,可以改善学习者的教育经历。另一项建议是,学习干预措施应针对所有学习者,防止对有阅读障碍的学习者区别对待,避免他们在同龄人中脱颖而出,造成负面体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

An ecosystemic perspective of the factors affecting the learning experiences of learners with dyslexia in mainstream schools in England

An ecosystemic perspective of the factors affecting the learning experiences of learners with dyslexia in mainstream schools in England

A systematic literature review (SLR) of seven papers written between 2015 and 2021 explored the educational experiences of learners with dyslexia in mainstream schools in England from an ecosystemic perspective and how to improve the situation. The analysis employed keywords for database searches and followed the PRISMA flow protocol. It synthesised evidence using thematic analysis and identified seven themes: dyslexia challenges; differential treatment; negative stereotypes; early intervention; teachers' training; power dynamics; and collaboration. The results suggest that several factors can influence the learning experiences of learners with dyslexia in English mainstream schools. Similarly, such factors can, in turn, be dependent on education policies. On that premise, this systematic literature review recommends that to promote positive learning experiences for learners with dyslexia, classroom strategies targeting interventions should be supported with broader environmental strategies shaping individuals' learning experience and offer support from different perspectives. A whole-school approach to providing intervention, teachers' training, parents and school partnerships, and professional collaboration can improve learners' educational experiences. A further recommendation is for learning interventions to target all learners, to prevent differential treatment of learners with dyslexia and to avoid them standing out from their peers and creating a negative experience.

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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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