Raising literacy attainments in the early years : the impact of instructional psychology
Raising literacy attainments in the early years : the impact of instructional psychology
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提高早期读写能力：教学心理学的影响
DOI：
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
Karen J. Cannon
中科院分区：
文献类型：
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作者：
J. Solity;Rachael P. Deavers;S. Kerfoot;George Crane;Karen J. Cannon
国家扫盲战略（DfEE，1998年）的目标是到2002年提高识字水平。预计80%的六年级学生将达到国家课程中的4级或以上。这被视为代表“零容忍失败”。然而，对“零容忍失败”的另一种解释是，所有的孩子，包括20%预计会遇到困难的孩子，都将在阅读方面达到年龄和技能相适应的目标。这就是本文所报道的早期阅读研究（ERR）所采用的目标。ERR的目的是调查：（i）是否可以提高整体阅读水平，以及（ii）在多大程度上可以预防阅读困难。尽管所有最近的研究语音意识及其与阅读的关系，一直很少有研究如何在更广泛的识字框架内教授语音技能，使儿童既能提高他们的成就，并防止在学习中出现问题。
Abstract The National Literacy Strategy (DfEE, 1998) aims to raise literacy standards by 2002. The expectation is that 80% of Year 6 children will achieve Level 4 or above within the National Curriculum. This is seen to represent ‘zero tolerance of failure’. However, another interpretation of ‘zero tolerance of failure’ is that all children, including the 20% who are predicted to experience difficulties, will reach ageand skill‐appropriate targets in reading. This is the goal adopted for the Early Reading Research (ERR) reported in this article. The aims of the ERR are to investigate: (i) whether overall reading standards can be improved and (ii) the extent to which reading difficulties can be prevented. Despite all the recent research into phonological awareness and its relationship to reading, there has been very little research into how phonological skills are taught within a broader literacy framework to enable children both to increase their attainments and to prevent the occurrence of problems in le...