Pears Katherine C, Kim Hyoun K, Fisher Philip A, Yoerger Karen
Oregon Social Learning Center, 10 Shelton McMurphey Blvd., Eugene, OR 97401, USA.
Oregon Social Learning Center, 10 Shelton McMurphey Blvd., Eugene, OR 97401, USA; Yonsei University, Department of Child and Family Studies, College of Human Ecology, 50 Yonsei-ro, Seodaemun-gu, Seoul 120-749, Republic of Korea.
J Sch Psychol. 2016 Aug;57:15-27. doi: 10.1016/j.jsp.2016.05.004. Epub 2016 May 28.
Two hundred and nine children receiving early childhood special education services for developmental disabilities or delays who also had behavioral, social, or attentional difficulties were included in a study of an intervention to increase school readiness, including early literacy skills. Results showed that the intervention had a significant positive effect on children's literacy skills from baseline to the end of summer before the start of kindergarten (d=.14). The intervention also had significant indirect effects on teacher ratings of children's literacy skills during the fall of their kindergarten year (β=.09). Additionally, when scores were compared to standard benchmarks, a greater percentage of the children who received the intervention moved from being at risk for reading difficulties to having low risk. Overall, this study demonstrates that a school readiness intervention delivered prior to the start of kindergarten may help increase children's early literacy skills.
209名接受针对发育障碍或发育迟缓的幼儿特殊教育服务且存在行为、社交或注意力困难的儿童被纳入一项旨在提高入学准备能力（包括早期读写能力）的干预研究。结果显示，从基线到幼儿园开学前的夏末，该干预对儿童的读写能力有显著的积极影响（d = 0.14）。该干预对儿童在幼儿园秋季学年的教师读写能力评分也有显著的间接影响（β = 0.09）。此外，当将分数与标准基准进行比较时，接受干预的儿童中，从有阅读困难风险转变为低风险的比例更高。总体而言，这项研究表明，在幼儿园开学前提供的入学准备干预可能有助于提高儿童的早期读写能力。
