早期阅读和写作干预对西班牙小学生的影响

IF 1.4 4区 心理学 Q3 PSYCHOLOGY
María-Jose González- Valenzuela, Isaías Martín Ruiz
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引用次数: 0

摘要

本文的目的是在幼儿进行干预后,分析西班牙学童的阅读和写作成就。干预的目的是优先考虑和系统地指导字母原则、语音意识、阅读流畅性、词汇和文本理解。样本由126名受试者组成,分布在一个指导小组(n=62)和一个未经指导的小组(n=64)之间。所有受试者都来自平均社会文化领域,智力正常,没有身体、精神和/或感官缺陷。对受试者进行了评估,从早年教育的第二年(4岁)到小学教育的第一年(6岁)。设计是纵向的,有重复测量(四次评估)、三个干预阶段、两个研究变量(阅读成绩和写作成绩)和两组受试者。进行了描述性统计分析和方差的重复测量分析。所获得的结果表明,在整个评估过程中,阅读和写作得分更高,指导小组取得了重大进展。这些结果通过在语音意识、字母原则、阅读流畅性、词汇和文本理解方面的系统教学,证明了早期书面语言干预的有效性。这项工作的目的是分析西班牙学生在从小接受干预后的阅读和写作表现。干预的目的是优先考虑和系统化字母原则、语音意识、阅读和写作流利性、词汇和篇章理解方面的教学。样本由126名受试者组成,分为受教育组(n=62)和未受教育组(n=64),属于中等社会文化地区,智力正常,没有身体、心理和/或感官缺陷。受试者从儿童教育二年级(4岁)到小学一年级(6岁)接受评估。设计是纵向的,有重复测量(四次评估)、三个干预阶段和两个研究变量(阅读和写作成绩)以及两组受试者。对重复测量进行描述性统计分析和方差分析。所获得的结果表明,在所有评估中,阅读和写作得分都有所提高,受教育群体的进步明显更大。这些结果表明,通过在语音意识、字母原则、读写流利性、词汇和篇章理解方面进行系统的教学,早期干预书面语言是有效的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effects of early reading and writing intervention on Spanish school children
The aim of this paper is to analyse the reading and writing achievement of Spanish school children following an intervention conducted at an early age. The purpose of the intervention is to prioritise and systematise instruction in the alphabetic principles, phonological awareness, reading fluency, vocabulary, and text comprehension. The sample consists of 126 subjects, distributed between an instructed group (n=62) and an uninstructed group (n = 64). All the subjects were from average socio-cultural areas, with normal intelligence and with no physical, mental, and/or sensory deficits. Subjects were evaluated from the second year of Early Years Education (4 years of age) up to the first year of Primary Education (six years of age). The design was longitudinal with repeated measurements (four assessments), three intervention phases, two study variables (reading achievement and writing achievement), and two groups of subjects. Descriptive statistical analysis and repeated measures analyses of variance were performed. The results obtained indicate higher scores in reading and writing throughout all the assessments and significantly greater progress in the instructed group. These results demonstrate the effectiveness of early intervention in written language through systematic instruction in phonological awareness, the alphabetic principles, reading fluency, vocabulary, and text comprehension. El objetivo de este trabajo es analizar el rendimiento en lectura y escritura en estudiantes españoles, tras su intervención desde edades tempranas. La finalidad de la intervención es priorizar y sistematizar la instrucción en principio alfabético, conciencia fonológica, fluidez lectoescritora, vocabulario y comprensión textual. La muestra está formada por 126 sujetos, distribuidos en grupo instruido (n=62) y grupo no instruido (n = 64), pertenecientes a zonas socioculturales medias, con inteligencia normal y sin déficits físicos, psíquicos y/o sensoriales. Los sujetos son evaluados desde 2º curso de Educación Infantil (cuatro años) hasta 1º curso de Educación Primaria (seis años). El diseño es longitudinal con medidas repetidas (cuatro evaluaciones), tres fases de intervención y dos variables de estudio (Rendimiento en Lectura y Rendimiento en Escritura) y dos grupos de sujetos. Se realizan análisis estadísticos descriptivos y análisis de varianza de medidas repetidas. Los resultados obtenidos indican mejores puntuaciones en lectura y escritura a lo largo de todas las evaluaciones y un avance significativamente mayor en el grupo instruido. Estos resultados demuestran la eficacia de una intervención temprana del lenguaje escrito a través de la instrucción sistemática en conciencia fonológica, principio alfabético, fluidez lectoescritora, vocabulario y comprensión textual.
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来源期刊
Anales De Psicologia
Anales De Psicologia 医学-心理学
CiteScore
3.30
自引率
5.90%
发文量
57
审稿时长
4-8 weeks
期刊介绍: Anales de Psicologia / Annals of Psychology is a multidisciplinary journal of the various thematic areas of scientific psychology. It publishes original research articles and theoretical review in any of its basic, applied and methodological areas included within psychology. Publishing, financing, marketing and distribution corresponds Editum: Editions of the University of Murcia (Spain). The organizational guidelines and editorial policies come from the Editorial Team (elected for four years by the Areas and / or Departments of Psychology at the University of Murcia) and the Editorial Board, composed of scholars and experts from different universities and institutions national and international. It is published in print (ISSN: 0212-9728) since 1984 and in Internet publishing (web) (ISSN: 1695-2294) since 2000. Available online full text in pdf from the vol. 1 1984. Anales de Psicologia / Annals of Psychology maintains a system of exchange with other journals and publications of psychology in the world. Through an free exchange agreement with their respective publishers or entities responsible for editing, these journals and publications are received at the University of Murcia (Biblioteca "Luis Vives", near the Faculty of Psychology) and in return, our journal is sent to libraries and educational and research institutions such centers responsible for editing.
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