Griskell Holly L, Gámez Perla B
Department of Psychology.
Dev Psychol. 2023 Jan;59(1):173-185. doi: 10.1037/dev0001453. Epub 2022 Sep 1.
This study examined the relation between middle school Dual Language Learners' (DLLs'; = 413; age = 11.66 years old; 87.1% Latino; female = 234, male = 179) reading comprehension skills and their teachers' ( = 32; age = 36.53 years; 81.3% Caucasian; female = 27, male = 5) questioning practices across the school year. This study also examined relations between DLLs' engagement in high-quality discussion practices, language efficacy (i.e., beliefs about their capabilities to use language), and reading comprehension. Results demonstrated that teachers' use of authentic (open-ended) questions was positively related to their DLL students' reading comprehension; teachers' questioning practices were consistent across the year. Results also revealed a positive interaction between DLLs' high-quality discussion practices and their language efficacy in predicting reading comprehension. That is, when DLLs had higher language efficacy, there was a more positive effect of their high-quality discussion practices on their Spring reading comprehension scores. These findings suggest that teachers' questioning practices are important in creating classroom environments that promote DLLs' reading comprehension. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
本研究考察了中学双语学习者（DLLs；n = 413；平均年龄 = 11.66岁；87.1%为拉丁裔；女生 = 234人，男生 = 179人）的阅读理解技能与其教师（n = 32；平均年龄 = 36.53岁；81.3%为白人；女生 = 27人，男生 = 5人）在整个学年的提问方式之间的关系。本研究还考察了DLLs参与高质量讨论活动、语言效能感（即对自己运用语言能力的信念）与阅读理解之间的关系。结果表明，教师使用真实（开放式）问题与他们的DLL学生的阅读理解呈正相关；教师的提问方式在一学年中保持一致。结果还显示，DLLs的高质量讨论活动与其语言效能感在预测阅读理解方面存在积极的交互作用。也就是说，当DLLs具有较高的语言效能感时，他们的高质量讨论活动对其春季阅读理解成绩的影响更为积极。这些发现表明，教师的提问方式对于营造促进DLLs阅读理解的课堂环境很重要。（《心理学文摘数据库记录》（c）2023美国心理学会，保留所有权利）
