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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >Effects of a Computer-Based Early Reading Program on the Early Reading and Oral Language Skills of At-Risk Preschool Children
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Effects of a Computer-Based Early Reading Program on the Early Reading and Oral Language Skills of At-Risk Preschool Children

机译：基于计算机的早期阅读程序对有风险的学龄前儿童的早期阅读和口语技能的影响

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摘要

This study examined the effects of a computer-based early reading program (Headsprout Early Reading) on the oral language and early reading skills of at-risk preschool children. In a pretest-posttest control group design, 62 children were randomly assigned to receive supplemental instruction with Headsprout Early Reading (experimental group) or Millie's Math House (control group) for 30 min each school day for 8 weeks. Children using Headsprout Early Reading made greater gains in early reading skills as measured by the Test of Early Reading Ability (TERA-3), F(1, 59) = 39.35, p  0.01, and in oral language skills as measured by the Test of Language Development-Primary (TOLD-P:3), F(1, 59) = 37.03, p  0.01. Effect sizes were large for the gains in both measures (TERA-3, η2 = 0.24; TOLD-P:3, η2 = 0.17). Teachers' responses to an open-ended interview indicated that the program was perceived as a desirable instructional aid. Educational considerations for preventing future reading difficulties and issues about implementation integrity are discussed.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10824669.2010.532415
机译：这项研究检查了基于计算机的早期阅读程序（Headsprout早期阅读）对处于危险中的学龄前儿童的口语和早期阅读技能的影响。在测试前-测试后的对照组设计中，随机将62名儿童分配为接受Headsprout早期阅读（实验组）或Millie's Math House（对照组）的补充教学，每学日30分钟，共8周。使用Headsprout早期阅读的儿童通过早期阅读能力测试（TERA-3），F（1，59）= 39.35，p <0.01和口头语言表达能力的测验，在早期阅读技能方面取得了更大的进步通过语言发展的主要测试（TOLD-P：3），F（1，59）= 37.03，p <0.01。两种方法的增益效果大小都很大（TERA-3，α 2 = 0.24； TOLD-P：3，α 2 = 0.17 ）。老师对不限成员名额采访的回答表明，该计划被认为是理想的教学帮助。讨论了有关防止将来阅读困难的教育注意事项以及有关实现完整性的问题。查看全文下载全文相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook， stumbleupon，digg，google，more“，pubid：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10824669.2010.532415

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