Department of Educational Psychology and Counseling, The University of Tennessee.
Department of Educational Psychology and Counseling, The University of TennesseeDepartment of Educational Psychology and Counseling, The University of Tennessee.
Sch Psychol. 2020 May;35(3):215-225. doi: 10.1037/spq0000352. Epub 2020 Mar 19.
Elementary school multicultural reading curricula include characters with diverse proper names, which are often unfamiliar and differ phonetically from students' native language. These names could impact reading outcomes by increasing students' cognitive load and/or creating cognitive disfluency. In Study 1, students in grades 1 through 2 read a standard passage including common names and a matched passage including unfamiliar names of Russian origin. A paired samples test indicated unfamiliar diverse names in grade-level passages significantly reduced students' reading comprehension. Study 2 was designed to determine if preteaching diverse names would mitigate their adverse effects on reading comprehension. Results indicated second-grade students who received preteaching comprehended significantly more of the passage than those who did not receive preteaching. Discussion focuses on the need for research clarifying the relationship between multicultural learning materials and academic outcomes and validating efficient methods for familiarizing students with difficult, phonetically unfamiliar words. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
小学多元文化阅读课程包括具有不同姓氏的角色，这些姓氏往往不熟悉，并且在发音上与学生的母语不同。这些名字可能会通过增加学生的认知负荷和/或造成认知不流畅来影响阅读效果。在研究 1 中，1 到 2 年级的学生阅读了包括常见名字和匹配的来自俄罗斯的不熟悉名字的标准段落。配对样本检验表明，年级水平段落中的不熟悉的多元文化名字显著降低了学生的阅读理解能力。研究 2 旨在确定预先教授多元文化名字是否会减轻它们对阅读理解的不利影响。结果表明，接受预先教授的二年级学生理解的段落内容明显多于未接受预先教授的学生。讨论集中在需要研究阐明多元文化学习材料与学业成果之间的关系，并验证使学生熟悉困难的、发音不熟悉的单词的有效方法。
