Do Children's Learning-Related Behaviors Moderate the Impacts of an Empirically-Validated Early Literacy Intervention?
Do Children's Learning-Related Behaviors Moderate the Impacts of an Empirically-Validated Early Literacy Intervention?
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DOI：
10.1016/j.lindif.2016.07.005
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发表时间：
2016-08
影响因子：
3.6
通讯作者：
Justice LM
中科院分区：
文献类型：
--
作者：
Hart SA;Piasta SB;Justice LM
本研究以314名参加过“星星计划”的儿童为研究对象，探讨了两种与学习相关的行为--识字兴趣和努力控制--如何调节识字干预对阅读结果的影响。结果表明，这两个学习相关的行为与阅读的显着关联，与最高的识字兴趣和努力控制的儿童在干预组显示出最高的阅读成果。这些结果表明，占更大的范围内可能的调节干预的影响是一个重要的领域进行探索。
The present study included 314 children who had been involved in Project STAR, and explored how two learning-related behaviors, interest in literacy and effortful control, moderated the impact of the literacy intervention on reading outcomes. Results indicated significant associations of both learning-related behaviors with reading, with the children with the highest literacy interest and effortful control in the intervention group showing the highest reading outcomes. These results indicate that accounting for a greater breadth of possible moderators of intervention impacts is an important area to explore.