Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction.
Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction.
复制标题
DOI：
10.1598/rrq.45.1.2
复制
发表时间：
2010-01
影响因子：
4.2
通讯作者：
Wagner RK
中科院分区：
文献类型：
--
作者：
Piasta SB;Wagner RK
字母知识是早期识字的标志，促进其发展已成为学前教育和干预的主要目标。然而，对于如何有效促进字母知识的发展，目前还没有达成共识。一项关于教学对字母结果影响的荟萃分析表明，教学影响因所检查的字母结果类型和所提供的教学内容而异。学校教学比家庭教学效果更大；小组教学比个别辅导项目产生的效果更大。我们发现了极少的证据表明字母教学转移到了早期的语音、阅读或拼写技能。讨论了对研究和实践的影响。
Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of pre-school instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provided. School-based instruction yielded larger effects than home-based instruction; small-group instruction yielded larger effects than individual tutoring programs. We found minimal evidence of transfer of alphabet instruction to early phonological, reading, or spelling skills. Implications for research and practice are discussed.