An Examination of Problem Behaviors and Reading Outcomes in Kindergarten Students
An Examination of Problem Behaviors and Reading Outcomes in Kindergarten Students
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DOI：
10.1177/0022466909359425
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发表时间：
2011-11-01
影响因子：
2
通讯作者：
Coyne, Michael D.
中科院分区：
文献类型：
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作者：
Hagan-Burke, Shanna;Kwok, Oi-Man;Coyne, Michael D.
本研究考察了问题行为对幼儿园阅读结果的影响，并调查了显性、基于代码的阅读指导在多大程度上调节了206名有阅读困难风险的儿童的问题行为对阅读结果的影响。来自12所学校的57名幼儿园教师的孩子被随机分配到早期阅读干预项目或学校决定的比较干预项目中。在这两种情况下，儿童都接受了为期21周的30分钟的小组辅助阅读指导。多层模型的发现揭示了两种情况下儿童的问题行为和阅读结果之间的许多关联。交互作用分析表明，显性的、基于代码的阅读干预可以缓和外化问题行为对幼儿幼儿后期字母知识、音位混合和单词阅读的负面影响。这种类型的强化系统阅读教学也缓和了多动症对儿童字母知识和音位混合的影响。内化问题行为没有调节效应。
This study examined the influences of problem behaviors on kindergarten reading outcomes and investigated the extent to which explicit, code-based reading instruction moderated those relations among 206 children identified as being at risk of reading difficulty. Children from the classrooms of 57 kindergarten teachers in 12 schools were randomly assigned to an early reading intervention program or school-determined comparison intervention. In both conditions, children received 30 minutes of small-group supplementary reading instruction for 21 weeks. Findings from multilevel modeling revealed many associations between problem behaviors and reading outcomes for children in both conditions. Interaction analyses indicated that explicit, code-based reading intervention moderated the negative impact of externalizing problem behavior on end-of-kindergarten measures of alphabet knowledge, phonemic blending, and word reading. This type of intensive systematic reading instruction also moderated the influence of hyperactivity on children's alphabet knowledge and phonemic blending. There were no moderator effects for internalizing problem behavior.