初始技能预测学龄前儿童突发性读写能力发展,但不调节干预反应

IF 2.9 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Shayne B. Piasta, Zhiling Shea, Alida K. Hudson, Ye Shen, Jessica A. R. Logan, Cynthia M. Zettler-Greeley, Kandia Lewis
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引用次数: 0

摘要

越来越多的早期儿童干预措施旨在由课堂教师用于支持儿童的新兴识字发展,但我们对这些干预措施可能对谁有效知之甚少。在本研究中,我们考察了儿童最初的突发读写技能(字母知识、语音意识、词汇)是否会调节小团体突发读写干预的效果。学龄前儿童(年龄4.28岁)被确定有后期阅读困难的风险(n = 281;48%的女孩;45%黑人,20%白人,13%西班牙裔/拉丁裔)被随机分配到干预条件或一切照旧的控制条件。使用工具变量方法来解释干预剂量的差异,我们发现了初始技能的主要影响(ds = 0.07-0.27),但没有证据表明基于初始技能的干预反应存在差异(ds < |0.01|)。我们呼吁在今后的干预工作中进一步注意这一重要问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Initial Skills Predict Preschoolers' Emergent Literacy Development but Do Not Moderate Response to Intervention

Initial Skills Predict Preschoolers' Emergent Literacy Development but Do Not Moderate Response to Intervention

A growing number of early childhood interventions are intended to be used by classroom teachers to support children's emergent literacy development, yet we know little about for whom such interventions might be effective. In this study, we examined whether children's initial emergent literacy skills (alphabet knowledge, phonological awareness, vocabulary) moderated the effects of a small-group emergent literacy intervention. Preschool children (Mage = 4.28 years) identified as at-risk for later reading difficulties (n = 281; 48% girls; 45% Black, 20% White, 13% Hispanic/Latinx) were randomly assigned to intervention conditions or a business-as-usual control condition. Using an instrumental variables approach to account for differences in intervention dosage, we found main effects of initial skills (ds = 0.07–0.27) but no evidence of differential response to intervention based on initial skills (ds < |0.01|). We call for further attention to this important issue in future intervention work.

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来源期刊
Infant and Child Development
Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
2.90
自引率
9.10%
发文量
93
期刊介绍: Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)
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