Evidence-based practices to stimulate emergent literacy skills in kindergarten in France: A large-scale study

被引：9

作者：

Ecalle, Jean ^{[1
]}

Labat, Helene ^{[1
,2
]}

Le Cam, Marion ^{[3
]}

Rocher, Thierry ^{[3
]}

Cros, Laurent ^{[4
]}

Magnan, Annie ^{[1
,5
,6
]}

机构：

[1] Univ Lyon 2, Lab EMC Etude Mecanismes Cognit EA 3082, F-69676 Bron, France

[2] Univ Paris 08, Lab Paragraphe Equipe Comprehens Raisonnement & A, F-93526 St Denis 02, France

[3] Minist Educ Natl, DEPP Direct Evaluat Prospect & Performance, Lyon, France

[4] Assoc Agir Ecole, Paris, France

[5] Univ France, IUF Inst, Lyon, France

[6] LabEx Cortex Lyon ANR 11 LABX 0042, Lyon, France

来源：

TEACHING AND TEACHER EDUCATION | 2015年 / 50卷

关键词：

Emergent literacy; Interventions; Word reading; Reading comprehension; Propensity scores analysis; EARLY ELEMENTARY-SCHOOL; LETTER-SOUND KNOWLEDGE; READING-COMPREHENSION; PHONOLOGICAL SKILLS; PRESCHOOL-CHILDREN; TEXT COMPREHENSION; ORAL LANGUAGE; VOCABULARY; AWARENESS; INTERVENTION;

D O I：

10.1016/j.tate.2015.05.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In a randomized controlled trial with 3569 kindergarten children, evidence-based literacy practices (EBLP) were proposed by teachers to an experimental group (EG). A control group did not receive any specific interventions during the same period. The EBLP related to the alphabetic code, phonological awareness and oral comprehension. Analyses based on propensity scores showed significant gains in the targeted domains and in pseudoword reading in EG after comparison between the two groups. The gains were higher for children who had the lowest scores. However, no effect was observed in word reading and vocabulary. EBLP could be a valuable pedagogical tool. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：102 / 113

页数：12

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