کد مقاله کد نشریه سال انتشار مقاله انگلیسی ترجمه فارسی نسخه تمام متن
364479 621069 2016 10 صفحه PDF ندارد دانلود رایگان
عنوان انگلیسی مقاله
Do children's learning-related behaviors moderate the impacts of an empirically-validated early literacy intervention?
ترجمه فارسی عنوان
آیا رفتارهای مرتبط با یادگیری کودکان اثرات مداخله سواد اولیه تجربی معتبر را تعدیل می کند؟
کلمات کلیدی
مداخله سواد؛ کنترل زحمت. علاقه به سواد؛ مدیران؛ مطالعه
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی


• Individual characteristics of a child can interact with instruction.
• These characteristics can affect the success of educational interventions.
• Interest in literacy and effortful control were examined as moderators of intervention.
• Children with high interest in literacy and effortful control showed greatest gains due to intervention.
• Accounting for a greater breadth of possible moderators of intervention impacts is an important.

The present study included 314 children who had been involved in Project STAR, and explored how two learning-related behaviors, interest in literacy and effortful control, moderated the impact of the literacy intervention on reading outcomes. Results indicated significant associations of both learning-related behaviors with reading, with the children with the highest literacy interest and effortful control in the intervention group showing the highest reading outcomes. These results indicate that accounting for a greater breadth of possible moderators of intervention impacts is an important area to explore.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 50, August 2016, Pages 73–82
نویسندگان
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