University of California, Irvine.
Korea Military Academy.
Child Dev. 2020 Mar;91(2):638-660. doi: 10.1111/cdev.13204. Epub 2019 Jan 18.
Reading skills are foundational for daily lives, academic achievement, and careers. In this study, we systematically reviewed literacy interventions in low- and middle-income countries, and estimated their effects on children's reading skills using a meta-analytic approach. A total of 67 studies (N = 213,464) from 32 countries found in various databases (e.g., PsycINFO, ERIC) and sources (e.g., United States Agency for International Development) met our inclusion criteria. The results revealed an overall effect of .30 across various literacy outcomes. Effects varied for different outcomes, such that largest effects were found in emergent literacy skills (e.g., .40) and the smallest effects in reading comprehension (.25) and oral language skills (.20). Effects also varied as a function of other features such as teacher training support.
阅读技能是日常生活、学业成就和职业发展的基础。在这项研究中，我们系统地回顾了低收入和中等收入国家的扫盲干预措施，并采用元分析方法估计了它们对儿童阅读技能的影响。共有 67 项研究（N=213464）来自 32 个国家，这些研究来自各种数据库（如 PsycINFO、ERIC）和来源（如美国国际开发署），符合我们的纳入标准。结果显示，在各种读写结果方面的总体效果为.30。不同的结果有不同的效果，例如，在新兴读写技能方面（例如，.40）效果最大，而在阅读理解（.25）和口语语言技能（.20）方面效果最小。效果也因其他特征（如教师培训支持）而异。
