Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills
Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills
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DOI：
10.1037/0012-1649.41.1.225
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发表时间：
2005-01-01
影响因子：
4
通讯作者：
Fischel, JE
中科院分区：
文献类型：
--
作者：
Spira, EG;Bracken, SS;Fischel, JE
本研究探讨了早期识字和行为技能在预测一年级阅读困难儿童进步中的作用。本研究考察了146名一年级阅读成绩低于第30百分位数的低收入儿童的阅读进度，以确定(A)一年级阅读成绩最差的儿童到四年级的阅读成绩是如何进步的，以及(B)幼儿园测量的哪种新出现的识字和行为技能可以预测四年级的不同结果。结果表明，进步的儿童和没有进步的儿童之间的分歧在二年级结束时就建立起来了。此外，在幼儿园测量的个人语言技能和行为属性对这种差异起到了实质性的作用。讨论了干预时机和教育政策的含义。
This study investigated the role of early literacy and behavioral skills in predicting the improvement of children who have experienced reading difficulties in 1st grade. The progress of 146 low-income children whose reading scores in 1st grade were below the 30th percentile was examined to determine (a) how the poorest readers in 1st grade progressed in reading achievement through 4th grade and (b) which emergent literacy and behavioral skills measured in kindergarten predicted differential 4th grade outcomes. Results indicated that the divergence between children who improved and those who did not was established by the end of 2nd grade. Further, individual linguistic skills and behavioral attributes measured in kindergarten contributed substantively to this difference. Implications for intervention timing and educational policy are discussed.