智障学生共享文本阅读的效果:教学策略荟萃分析综述

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Review Pub Date : 2024-06-11 DOI:10.1016/j.edurev.2024.100615
Rachel Sermier Dessemontet, Megan Geyer, Anne-Laure Linder, Myrto Atzemian, Catherine Martinet, Natalina Meuli, Catherine Audrin, Anne-Françoise de Chambrier
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引用次数: 0

摘要

虽然听力理解是学习阅读的重要组成部分,但智障学生的听力理解能力往往受到阻碍。越来越多的研究表明,通过共享文本阅读干预可以提高他们的听力理解能力。在当前的多层次荟萃分析中,我们旨在衡量共享文本阅读对智障学生听力理解能力的影响,并找出有效的教学策略。荟萃分析包括 19 项单例实验研究,涉及 67 名智障学生。我们发现,无论智障学生是否需要替代性或辅助性交流系统来进行有效交流,共享文本阅读对智障学生听力理解能力的平均影响大小都很明显(对数反应比 [LRR] = 1.05,95% CI [0.87, 1.24])。我们没有发现明显的调节因素,但可以确定有足够确凿证据支持的、以证据为基础的教学策略,并对实践产生明确的影响。
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Effects of shared text reading for students with intellectual disability: A meta-analytical review of instructional strategies

Although they are an important part of learning to read, listening comprehension skills are often hindered among students with intellectual disability (ID). An increasing number of studies have shown that they can be enhanced through shared text reading interventions. In the current multilevel meta-analysis, we aimed to measure the effect of shared text reading on the listening comprehension skills of students with ID and to identify efficient instructional strategies. The meta-analysis included 19 single-case experimental studies encompassing 67 participants with ID. We found a significant average effect size of shared text reading on the listening comprehension skills of students with ID (log response ratio [LRR] = 1.05, 95% CI [0.87, 1.24]) whether or not they needed alternative or augmentative communication systems to communicate effectively. We found no significant moderator, but instructional strategies backed up by sufficient solid evidence to be considered evidence-based could be identified, with clear implications for practice.

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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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