形态意识的动态评估与三年级读写能力的成功
Dynamic assessment of morphological awareness and third-grade literacy success.
作者信息
Wolter Julie A, Pike Katherine
出版信息
Lang Speech Hear Serv Sch. 2015 Apr;46(2):112-26. doi: 10.1044/2015_LSHSS-14-0037.
PURPOSE
The purpose of this study was to examine a dynamic assessment with graduated prompts to assess morphological awareness and determine whether such a task was related to third-grade literacy success.
METHOD
A dynamic assessment of morphological awareness was adapted and administered to 54 third-grade students in addition to a norm-referenced language and literacy battery.
RESULTS
A dynamic assessment of morphological awareness measured a range of performance including that of emerging morphological awareness abilities and provided rich linguistic insights for how best to scaffold and prompt for such a skill. In addition, the dynamic morphological awareness measure was found to be significantly related to, and to contribute unique variance to, reading comprehension abilities.
CONCLUSIONS
These results suggest that morphological awareness is an important factor to consider when addressing students' literacy performance in early elementary school and that dynamic assessment appears to be a clinically valuable tool when examining early morphological awareness abilities.
目的
本研究的目的是检验一种带有分级提示的动态评估，以评估形态意识，并确定这样一项任务是否与三年级的读写能力成功相关。
方法
除了一个常模参照语言和读写能力测试组合外，对54名三年级学生进行了形态意识的动态评估。
结果
形态意识的动态评估测量了一系列表现，包括新兴的形态意识能力的表现，并为如何最好地搭建支架和提示这种技能提供了丰富的语言见解。此外，发现动态形态意识测量与阅读理解能力显著相关，并为阅读理解能力贡献了独特的方差。
结论
这些结果表明，在解决小学低年级学生的读写能力表现问题时，形态意识是一个需要考虑的重要因素，并且动态评估在检查早期形态意识能力时似乎是一种具有临床价值的工具。
Zotero 插件