Children's Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy
Children's Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy
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DOI：
10.1177/0963721420923684
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发表时间：
2020-07-08
影响因子：
7.2
通讯作者：
Melby-Lervag, Monica
中科院分区：
文献类型：
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作者：
Hulme, Charles;Snowling, Margaret J.;Melby-Lervag, Monica
口语对于社交互动和课堂学习至关重要;它还为阅读理解提供了基础。因此，有语言困难的儿童在教育上失败的风险很高。最近，一些研究表明，有可能通过有针对性的语言干预（d= 0.16），产生小，但显着的改善儿童的口语，此外，高质量的实施研究显示更大的影响（d= 0.24）。也有证据表明，语言干预的效果可以推广到产生阅读理解的改善。虽然需要进一步研究语言干预的长期影响，但目前的研究结果对教育政策和实践具有重要意义。
Oral language is crucial for social interaction and for learning in the classroom; it also provides the foundation for reading comprehension. It follows that children with language difficulties are at high risk of educational failure. Recently, a number of studies have demonstrated that it is possible to produce small but significant improvements in children's oral language through targeted language interventions (d= 0.16) and, furthermore, that studies with high-quality implementation show larger effects (d= 0.24). There is also evidence that effects of language intervention can generalize to produce improvements in reading comprehension. Although further research examining the long-term effects of language interventions are needed, current findings have important implications for educational policy and practice.