افزایش مهارت های سواد اولیه پیش از کودکستان در کودکان با معلولیت رشدی و تاخیر در رشد
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|74585||2016||13 صفحه PDF||سفارش دهید||10761 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Journal of School Psychology, Volume 57, August 2016, Pages 15–27
Two hundred and nine children receiving early childhood special education services for developmental disabilities or delays who also had behavioral, social, or attentional difficulties were included in a study of an intervention to increase school readiness, including early literacy skills. Results showed that the intervention had a significant positive effect on children's literacy skills from baseline to the end of summer before the start of kindergarten (d = .14). The intervention also had significant indirect effects on teacher ratings of children's literacy skills during the fall of their kindergarten year (β = .09). Additionally, when scores were compared to standard benchmarks, a greater percentage of the children who received the intervention moved from being at risk for reading difficulties to having low risk. Overall, this study demonstrates that a school readiness intervention delivered prior to the start of kindergarten may help increase children's early literacy skills.