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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >The Impact of an Early Literacy Initiative on the Long Term Academic Success of Diverse Students
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The Impact of an Early Literacy Initiative on the Long Term Academic Success of Diverse Students

机译：早期扫盲计划对不同学生长期学术成就的影响

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摘要

The primary goal of the Words Work (WW) early literacy initiative was to prepare diverse students to become successful learners in school. Four groups of students were followed over 6 years: students from traditional Head Start (HS) centers, students from augmented HS centers (WW students), students eligible for HS but not enrolled (waitlist or WL), and a random sample of non-Head Start students (NHS). Students received school readiness instruction at approximately 4 years of age, and their performance on standardized tests was followed from 1st grade through 5th grade. WW students significantly outscored HS, WL, and NHS students of similar backgrounds in reading and outscored WL and NHS students in mathematics on 2nd-grade standardized assessments. In addition, WW students were able to maintain their lead through 5th grade in both reading and mathematics. Based on these results, WW is an effective HS enhancement for minimizing the achievement gap often observed between students who may be at risk for academic difficulty and students who are at low risk.
机译：单词工作（WW）早期扫盲计划的主要目标是培养多样化的学生，使其在学校成为成功的学习者。在过去的6年中，对四组学生进行了追踪：来自传统Head Start（HS）中心的学生，来自增强型HS中心的学生（WW学生），有资格获得HS但未入学的学生（候补名单或WL），以及随机抽取的非抢先学习学生（NHS）。学生在大约4岁时接受了入学准备教育，并且从1年级到5年级进行标准化考试的成绩。 WW学生在阅读方面的得分明显高于具有相似背景的HS，WL和NHS学生，而在2年级标准化评估中，其数学得分则高于WL和NHS学生。此外，WW学生在阅读和数学方面都保持了五年级的领先水平。基于这些结果，WW是有效的HS增强功能，可最大程度地减少可能面临学术困难的学生和处于低风险的学生之间经常观察到的成就差距。

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