Positive Pathways to Reading for Disadvantaged Children: Identifying Psychosocial Antecedents and Implementing Effective Intervention to Enhance Literacy, Self-concept, and Motivation

弱势儿童阅读的积极途径：识别社会心理因素并实施有效干预以提高读写能力、自我概念和动机

• 批准号: LP0669256
• 负责人: Prof Rhonda Craven
• 金额: $ 19.63万
• 依托单位: Western Sydney University
• 依托单位国家: 澳大利亚
• 项目类别: Linkage Projects
• 财政年份: 2006
• 资助国家: 澳大利亚
• 起止时间: 2006-10-16 至 2011-01-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/LP0669256
• 关键词: Positive; Pathways; Reading; Disadvantaged; Children

Early intervention to combat reading difficulties in primary schools is vital given the pervasive long-term academic and mental health consequences. Consistent with National Research Priorities (Promoting/maintaining good health/well-being),our research offers important educational/socio-economic benefits by: enriching disadvantaged children's reading achievement, promoting psychosocial adjustment and life potential, and elucidating multiplier effects of the intervention on volunteers administering the intervention, home life, and school engagement. Synergies between substantive research, methodological rigour, and practice will ensure real solutions and a research framework that will make a substantial contribution to Australia's future.

鉴于普遍存在的长期学业和心理健康后果，针对小学阅读困难的早期干预至关重要。与国家研究重点（促进/维持良好的健康/福祉）一致，我们的研究通过以下方式提供重要的教育/社会经济效益：丰富弱势儿童的阅读成绩，促进心理社会调整和生活潜力，并阐明干预措施对管理干预措施、家庭生活和学校参与的志愿者的乘数效应。实质性研究、严谨的方法和实践之间的协同作用将确保真正的解决方案和研究框架，为澳大利亚的未来做出重大贡献。