The efficacy of a voluntary summer book reading intervention for low-income Latino children from language minority families.
The efficacy of a voluntary summer book reading intervention for low-income Latino children from language minority families.
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DOI：
10.1037/a0017270
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发表时间：
2010-02
影响因子：
4.9
通讯作者：
James S. Kim;Jonathan Guryan
中科院分区：
文献类型：
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作者：
James S. Kim;Jonathan Guryan
一个自愿的夏季阅读干预的效果进行了评估，没有家长培训的组成部分，低收入的拉丁裔儿童从语言少数民族家庭的样本。在四年级的最后一个月，对370名儿童进行了阅读理解和词汇量的预测试，并随机分配到（a）一个治疗组，儿童在暑假期间收到10本自选书籍，（B）一个家庭识字组，儿童收到10本自选书籍，并邀请他们与父母一起参加3次夏季识字活动（2小时长度），和（c）对照组。尽管治疗组和家庭识字组的孩子报告说比对照组阅读更多的书，但对阅读理解和词汇量没有显著影响。提高干预效果的建议进行了讨论，包括努力提高读者的能力和文本的可读性和家庭扫盲活动的教学目标之间的匹配。
The effects of a voluntary summer reading intervention with and without a parent training component were evaluated with a sample of low-income Latino children from language minority families. During the last month of 4th grade, 370 children were pretested on a measure of reading comprehension and vocabulary and were randomly assigned to (a) a treatment group in which children received 10 self-selected books during summer vacation, (b) a family literacy group in which children received 10 self-selected books and were invited with their parents to attend 3 summer literacy events (2 hr in length), and (c) a control group. Although children in the treatment group and the family literacy group reported reading more books than the control group, there was no significant effect on reading comprehension and vocabulary. Recommendations for improving the efficacy of the intervention are discussed, including efforts to improve the match between reader ability and the readability of texts and the instructional goals of the family literacy events.