Barwasser Anne, Bracht Janine, Grünke Matthias
Department of Special Education and Rehabilitation, University of Cologne, Cologne, Germany.
Front Psychol. 2021 Jul 14;12:683873. doi: 10.3389/fpsyg.2021.683873. eCollection 2021.
The number of students learning German as a second language (L2) is steadily increasing. Unfortunately, studies reveal that less-proficient school performance affects a larger proportion of these students and additional behavioral problems can create even greater learning barriers. In order to master a language, the focus is not only on vocabulary, but also on reading, and studies show that multi-component intervention in reading and L2 acquisition is particularly promising. Therefore, this multiple baseline study focuses on a multi-component storytelling intervention on vocabulary, reading, and letter sound fluency of low-achieving first graders with German as L2 with and without behavioral problems ( = 7). The intervention was implemented 3 times a week over a 6-week period. Results show significant large to very large effects on vocabulary and moderate to large effects on letter sound fluency and reading, providing indication for the positive impact of storytelling on multiple aspects simultaneously for the focused sample.
将德语作为第二语言（L2）学习的学生数量正在稳步增加。不幸的是，研究表明，学业成绩较差的情况在这些学生中占比更大，而额外的行为问题会造成更大的学习障碍。为了掌握一门语言，重点不仅在于词汇，还在于阅读，而且研究表明，对阅读和第二语言习得进行多成分干预特别有前景。因此，这项多基线研究聚焦于对以德语为第二语言、有或没有行为问题（=7）的低成就一年级学生的词汇、阅读和字母发音流畅性进行多成分故事讲述干预。该干预在6周的时间里每周实施3次。结果显示，对词汇有显著的大到非常大的影响，对字母发音流畅性和阅读有中等至大的影响，这表明故事讲述对目标样本的多个方面同时产生了积极影响。
