大声朗读干预对有阅读困难风险的学龄前至三年级儿童早期阅读成果的综合影响。
A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
机构信息
The Meadows Center for Preventing Educational Risk, The Unviersity of Texas at Austin, Austin, TX 78712, USA.
出版信息
J Learn Disabil. 2011 May-Jun;44(3):258-75. doi: 10.1177/0022219410378444.
Abstract
A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type.
摘要
提供了对 3 至 8 岁有阅读困难风险的儿童进行故事书朗读干预效果的现有研究的综合和荟萃分析。共有 29 项研究符合综合标准，其中 18 项研究提供了足够的数据纳入荟萃分析。朗读指导采用对话式阅读；反复阅读故事；在阅读之前、期间和/或之后对故事进行有限提问；计算机辅助故事阅读；以及与扩展词汇活动相结合的故事阅读。研究发现，这些阅读干预对儿童的语言、语音意识、印刷概念、理解和词汇能力都有显著的积极影响。尽管朗读干预有积极的效果，但干预类型仅能解释很小一部分结果差异。
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