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Preventing a summer slide in reading – the effects of a summer school
Australian Journal of Learning Difficulties Pub Date : 2019-07-03 , DOI: 10.1080/19404158.2019.1635499
Tom Nicholson 1 , Shanthi Tiru 2
Affiliation  

ABSTRACT Researchers have found that summer reading loss contributes to the reading achievement gap between low and high socioeconomic (SES) children. This study aimed to examine the effectiveness of a 3-week summer intervention in addressing this slide for 36 low SES children compared with another 36 children in a matched control group from one New Zealand school. The program involved one-to-one tutoring with explicit phonics instruction, high-frequency word-reading practice and application of these skills in reading age-appropriate texts. Results showed that although the mean reading comprehension slide was 5.8 months for both groups, the summer school group had higher word reading scores than the control group. The summer school participants showed improvements in phonological recoding ability, word reading, spelling and passage reading accuracy. These were not sufficient to stop the reading comprehension slide, but the program did make inroads. With further emphasis on comprehension strategies, the achievement gap may narrow.

中文翻译:

防止暑期阅读下滑——暑期学校的影响

摘要 研究人员发现,夏季阅读损失会导致低社会经济 (SES) 儿童和高社会经济 (SES) 儿童之间的阅读成绩差距。本研究旨在检查为期 3 周的夏季干预对 36 名 SES 低的儿童与另一所新西兰学校的匹配对照组中的另外 36 名儿童进行此幻灯片处理的有效性。该计划涉及一对一辅导,包括明确的语音教学、高频单词阅读练习以及在阅读适合年龄的文本中应用这些技能。结果显示,尽管两组的平均阅读理解滑动时间为 5.8 个月,但暑期学校组的单词阅读分数高于对照组。暑期学校的参与者在语音记录能力、单词阅读、拼写和段落阅读的准确性。这些不足以阻止阅读理解幻灯片,但该程序确实取得了进展。随着进一步强调理解策略,成就差距可能会缩小。
更新日期:2019-07-03
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