Spira Elana Greenfield, Bracken Stacey Storch, Fischel Janet E
Department of Psychology, State University of New York at Stony Brook, Stony Brook, NY 11794-2500, USA.
Dev Psychol. 2005 Jan;41(1):225-34. doi: 10.1037/0012-1649.41.1.225.
This study investigated the role of early literacy and behavioral skills in predicting the improvement of children who have experienced reading difficulties in 1st grade. The progress of 146 low-income children whose reading scores in 1st grade were below the 30th percentile was examined to determine (a) how the poorest readers in 1st grade progressed in reading achievement through 4th grade and (b) which emergent literacy and behavioral skills measured in kindergarten predicted differential 4th grade outcomes. Results indicated that the divergence between children who improved and those who did not was established by the end of 2nd grade. Further, individual linguistic skills and behavioral attributes measured in kindergarten contributed substantively to this difference. Implications for intervention timing and educational policy are discussed.
本研究调查了早期读写能力和行为技能在预测一年级有阅读困难儿童进步情况方面的作用。对146名一年级阅读分数低于第30百分位的低收入儿童的进步情况进行了考察，以确定：（a）一年级阅读最差的儿童在四年级时阅读成绩的进步情况；以及（b）幼儿园阶段所测量的哪些早期读写能力和行为技能能够预测四年级时的不同结果。结果表明，到二年级结束时，进步的儿童和未进步的儿童之间的差异已经显现。此外，幼儿园阶段所测量的个体语言技能和行为特征对这种差异有很大影响。文中还讨论了对干预时机和教育政策的启示。
