中小学教育转型期的阅读与心理理论——以人工耳蜗植入学生为例

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2022-12-16 DOI:10.1080/02702711.2022.2156953

M. Figueroa, G. Bayes, S. Darbra, N. Silvestre

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引用次数: 0

摘要

摘要向中等教育的过渡是社会和学术发展以及学生身份认同的敏感时期。然而，很少有证据表明在教育过程中植入耳蜗的学生在阅读理解和心理理论方面的发展。结果表明，CI学生在教育转型过程中获得了与年龄相适应的阅读成绩。CI用户的心理发展理论似乎是异质的，与他们自己在第一波中的表现相比，在教育转型后受到了影响。这种可变性可能与适应中等教育及其个人特点有关。

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Reading and Theory of Mind during the Primary-Secondary Educational Transition: A Multiple Case Study in Pupils with a Cochlear Implant

Abstract The transition to secondary education is a sensitive period for social and academic development and also for student identity. However, there is scarce evidence of the development of reading comprehension and theory of mind in pupils with cochlear implant (CI) during the educational trajectory. The results show that pupils with CI obtain age-appropriate reading scores during the educational transition. Theory of mind development seems to be heterogeneous in CI users and be affected after the educational transition compared to their own performance in the first wave. This variability could be related to adaptation to secondary education and their individual characteristics.

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.