|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|364479||621069||2016||10 صفحه PDF||ندارد||دانلود رایگان|
• 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.
Journal: Learning and Individual Differences - Volume 50, August 2016, Pages 73–82