Kindergarten Scores, Storytelling, Executive Function, and Motivation Improved through Literacy-Rich Guided Play
Kindergarten Scores, Storytelling, Executive Function, and Motivation Improved through Literacy-Rich Guided Play
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DOI：
10.1007/s10643-016-0832-8
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发表时间：
2017-11-01
影响因子：
2.7
通讯作者：
Montgomery, Sarah E.
中科院分区：
文献类型：
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作者：
Cavanaugh, Dena M.;Clemence, Kimberly J.;Montgomery, Sarah E.
本研究旨在探讨富读写能力的社会戏剧引导游戏对幼儿园学生读写能力表现和行为的影响。不同社会经济地位的幼儿园学生在同一学区的两所小学参加了这项重复的措施，平衡设计的研究。学生接受了强制性的年级水平的识字教学，并在此期间进行干预，补充15分钟的时间块指定为基于游戏的识字整合。在这段短暂的时间里，学生们在小组中工作时获得了材料（微型物品，玩具，字母瓷砖），以练习初始字母的声音和辅音-元音-辅音押韵单词家族，使用指定的活动（控制条件）或学生发明的游戏，练习相同的识字概念（实验活动）。通过实验条件下指导的学生取得了显着更好的基本早期识字技能（DIBELS）的动态指标评估与中等效果大小。其他积极的学术成果包括：故事写作的实践，将想法排序为复杂的因果事件链;新词汇的应用;对新例子重复练习发音和音素意识技能;情绪的自我调节;与同龄人的沟通和谈判;想象力，幻想，幽默和创造力。学生表现出对实验条件的偏好，在课间休息或空闲时间继续重复他们的游戏，并将其记录在日记中。提供了学生生成的识字游戏的例子。
This study explored the effects of literacy-rich sociodramatic guided play on kindergarten student literacy performance and behavior. Kindergarten students of varying socioeconomic status attending two elementary schools in the same school district participated in this repeated measures, counterbalanced design study. Students received the mandated grade-level literacy instruction with a supplemental 15 min block of time designated for play-based literacy integration during which the intervention took place. During this short time, students working in small groups were given materials (miniature items, toys, letter tiles) to practice initial letter sounds and consonant-vowel-consonant rhyming word families using either an assigned activity (control condition) or a student-invented game that practiced the same literacy concepts (experimental activity). Students instructed through the experimental condition scored significantly better on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment with a medium effect size. Additional positive academic results included practice in story-composing, sequencing ideas into a complex cause and effect chain of events; application of new vocabulary; repeated practice of phonics and phonemic awareness skills to new examples; self-regulation of emotions; communication and negotiation with peers; and imagination, fantasy, humor, and creativity. Students evidenced preference for the experimental condition, continuing to repeat their games during recess or free time and to record them in their journals. Examples of student-generated literacy games are provided.