Shared Book Reading Interventions With English Learners: A Meta-Analysis
Shared Book Reading Interventions With English Learners: A Meta-Analysis
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DOI：
10.3102/0034654318790909
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发表时间：
2018-10-01
影响因子：
11.2
通讯作者：
Wood, Carla L.
中科院分区：
文献类型：
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作者：
Fitton, Lisa;McIlraith, Autumn L.;Wood, Carla L.
本研究进行了元分析，以探讨共享书籍阅读如何影响幼儿学习英语作为第二语言的英语语言和识字技能。最终分析包括在美国进行的54项关于共享阅读的研究。功能的干预和儿童的特点进行了测试，作为潜在的主持人，方法标准的影响进行了研究，使用敏感性分析。结果显示，共享阅读对英语学习者的成绩有着显著的积极影响。儿童的发育状况缓和这种影响，在研究中发现，只有典型的发展参与者比在研究中，包括只有发展障碍的参与者更大的效果大小。没有发现其他重要的主持人。主要的积极影响是稳健的应用更严格的方法纳入标准。这些研究结果支持将共享图书阅读作为一种早期教育活动。
he present meta-analysis was conducted to examine how shared book reading affects the English language and literacy skills of young children learning English as a second language. The final analysis included 54 studies of shared reading conducted in the United States. Features of the intervention and child characteristics were tested as potential moderators, and the impact of methodological criteria was examined using sensitivity analyses. Results revealed an overall significant, positive effect of shared reading on English learners' outcomes. Children's developmental status moderated this effect, with larger effect sizes found in studies including only typically developing participants than in studies including only participants with developmental disorders. No other significant moderators were identified. The main positive effect was robust to the application of more stringent methodological inclusion criteria. These results support shared book reading as an early educational activity for young English learners.