在读写教学中培养内容知识是否有助于小学阶段的词汇和理解?系统回顾

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2022-11-07 DOI:10.1080/02702711.2022.2141397

H. Hwang, Sonia Q. Cabell, Rachel E. Joyner

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引用次数: 1

摘要

摘要本系统综述考察了在英语语言艺术（ELA）教学中建立科学和/或社会研究主题的内容知识是否能提高词汇和理解能力。它还描述了ELA教学如何在小学阶段被用来构建内容知识。对现存文献的系统检索确定了八项（准）实验研究。八项研究中有五项达到了验证因果推断的研究质量标准。对五项研究的荟萃分析结果表明，ELA中支持内容知识加强了与所教内容相关的词汇（影响大小g=.29）。当标准化理解措施和研究人员制定的理解措施一起考虑时，理解的平均影响大小是积极和显著的（g=.24）。此外，我们发现了关于文本使用、阅读、写作、讨论和/或动手活动的内容丰富的ELA教学的常见和不同模式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Does Cultivating Content Knowledge during Literacy Instruction Support Vocabulary and Comprehension in the Elementary School Years? A Systematic Review

Abstract This systematic review examined whether building content knowledge in science and/or social studies topics during English Language Arts (ELA) instruction enhances vocabulary and comprehension. It also described how ELA instruction has been leveraged to build content knowledge in the elementary years. A systematic search of the extant literature identified eight (quasi)experimental studies. Five of the eight studies met standards of research quality for validating causal inferences. The results of the meta-analysis of the five studies showed that supporting content knowledge in ELA strengthened vocabulary related to content being taught (effect size g = .29). The average effect size for comprehension was positive and significant when standardized comprehension measures and researcher-developed comprehension measures were considered together (g = .24). In addition, we found common and different patterns of content-rich ELA instruction regarding the use of texts, reading, writing, discussion, and/or hands-on activities.

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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.