Attention to the integration of literacy: A systematic review of early math interventions in informal learning environments
Attention to the integration of literacy: A systematic review of early math interventions in informal learning environments
复制标题
关注读写能力的整合：对非正式学习环境中早期数学干预的系统回顾
DOI：
10.1002/pits.23150
复制
发表时间：
2024
影响因子：
2
通讯作者：
Knowles, Emma
中科院分区：
文献类型：
--
作者：
Carter, Hannah;Nelson, Gena;Boedeker, Peter;Buckmiller, Claire Werlin;Eames, Jessie;Knowles, Emma
早期读写能力的发展和数学技能之间的联系被很好地记录下来。这篇系统的综述集中在如何将识字纳入学龄前到三年级儿童的非正式数学干预研究中，这对研究人员和那些培训照顾者在家支持孩子的人有一定的影响。我们回顾了从1981年到2021年发表的51项实验或准实验研究，这些研究考察了数学干预在非正式学习环境中的有效性，并由护理者进行干预。调查结果显示，100%的研究都在某种程度上包括了识字。我们还调查了哪些类型的识字活动被整合，识字如何成为收集的数据来源的一部分，以及作者在研究报告中以何种方式明确提到识字。最常见的扫盲活动是说和听，最常被包括的扫盲数据来源是标准化扫盲成就衡量标准。最后，纳入研究的研究人员在他们的研究报告中并没有详细说明识字情况。虽然早期的数学干预通常包括识字，但包括数学干预在内的研究基础将受益于他们使用识字的更明确的理由，应该向照顾者提供信息，帮助他们理解识字应该如何成为他们在家与孩子学习数学的方式的一部分。
Links between the development of early literacy and math skills are well documented. This systematic review focuses on how literacy is incorporated into informal math intervention studies for children in preschool to third grade, which has implications for researchers and those training caregivers to support their children at home. We reviewed 51 experimental or quasi‐experimental studies published from 1981 to 2021 that investigated the effectiveness of math interventions in informal learning environments with a caregiver interventionist. Findings revealed that 100% of studies included literacy in some way. We also investigated what types of literacy activities were integrated, how literacy was a part of data sources collected, and in what ways literacy was mentioned explicitly by authors in research reports. The most common literacy activity was speaking and listening, and the most frequently included literacy data source was standardized literacy achievement measures. Finally, researchers in the included studies did not detail literacy throughout their research reports. While early math interventions often integrate literacy, the research base including math interventions would benefit from more explicit rationales for their use of literacy, and caregivers should be provided information to help understand how literacy should be a part of the way they work with their child on math at home.
登录
查看更多内容
影响因子：
4.9
作者：
Fuchs, LS;Fuchs, D;Fletcher, JM
通讯作者：
Fletcher, JM
处于数学和阅读障碍的交叉点
影响因子：
3
作者：
Kathleen Mann Koepke;Brett Miller
通讯作者：
Brett Miller
为什么早期的数学技能可以预测以后的数学和阅读成绩？
影响因子：
2.6
作者：
Dieuwer ten Braak;Ragnhild Lenes;David J. Purpura;S. Schmitt;I. Størksen
通讯作者：
I. Størksen
影响因子：
4.9
作者：
Purpura, David J.;Baroody, Arthur J.;Lonigan, Christopher J.
通讯作者：
Lonigan, Christopher J.
早期算术干预对学前班和小学早期学生的影响：荟萃分析。
影响因子：
4.9
作者：
Gena Nelson;Kristen L. McMaster
通讯作者：
Kristen L. McMaster