瑞典 1-3 年级智障学生的阅读能力。

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2024-07-24 DOI:10.1002/dys.1781
Linda Fälth, Heidi Selenius, Staffan Nilsson, Idor Svensson
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引用次数: 0

摘要

本研究调查了低年级智障学生的阅读表现,以深入了解他们在阅读教育方面的需求。研究对象是瑞典一至三年级的 428 名学生。他们进行了 LegiLexi 测试,以简单阅读模式为基础,测量阅读前技能、解码和阅读理解能力。结果表明,学生之间的阅读能力差异很大。有些学生在一年级时就能解码单词,并能理解阅读较短的文章。另一些学生在三年级时仍在学习字母和发展语音意识方面苦苦挣扎。根据他们各年级的纵向数据,结果显示大多数学生在前阅读技能、解码和阅读理解方面都有进步。因此,使用与 "简单阅读观 "相一致的工具来评估 1-3 年级智障学生的阅读技能,似乎对教师来说是适用的,也是有参考价值的。这项研究强调了在阅读教学中采用有依据的教学实践来增强这些学生的能力的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Reading acquisition among students in Grades 1–3 with intellectual disabilities in Sweden

Reading acquisition among students in Grades 1–3 with intellectual disabilities in Sweden

This study investigates the reading performance of younger students with intellectual disabilities to gain insight into their needs in reading education. Participants were 428 students in Grades 1 to 3 in Sweden. They performed LegiLexi tests measuring pre-reading skills, decoding and reading comprehension based on the model of Simple View of Reading. Results demonstrate a great variation in reading acquisition among students. Some students are able to decode single words and read shorter texts with comprehension already in Grade 1. Other students still struggle with learning letters and developing phonological awareness in Grade 3. According to their longitudinal data over grades, results show that most students progress in pre-reading skills, decoding, and reading comprehension. Hence, assessing reading skills among students with intellectual disabilities in Grades 1–3 using tools aligned with the Simple View of Reading seems applicable and informative for teachers. This study underscores the significance of informed instructional practices for empowering these students in reading education.

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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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