کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6844247 | 1436357 | 2018 | 14 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Can reading fluency and self-efficacy of reading fluency be enhanced with an intervention targeting the sources of self-efficacy?
ترجمه فارسی عنوان
آیا می توان با مداخله ای که منابع خودکفائی را هدف قرار می دهد، خواندن وفاداری و خود کارآمد بودن خواندن روایی افزایش یابد؟
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کلمات کلیدی
روان خواندن، خودآموزی خواندن، منابع خودکارآمدی، دبستان، مداخله،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
The first aim of the study was to analyze whether reading fluency and self-efficacy of reading fluency (SE-rf) are malleable for children (Grades 3-5) with deficits in fluent reading via a 12-week special education program targeting both reading fluency and the sources of SE-rf (SE-program). The second aim was to investigate whether changes in SE-rf are related to changes in reading fluency. The SE-program (nâ¯=â¯40) was contrasted with the SKILL-program (nâ¯=â¯42) providing training solely in reading fluency. The groups showed equal improvements in reading fluency. Positive change in SE-rf emerged only in the SE-group, and this change was associated with changes in fluency, but the association depended on the reading measure. The findings indicate that a reading fluency intervention supporting self-efficacy by providing concrete feedback and helping children to perceive their progress can yield positive changes in self-efficacy. More research is needed on the variability in intervention responsiveness.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 67, October 2018, Pages 53-66
Journal: Learning and Individual Differences - Volume 67, October 2018, Pages 53-66
نویسندگان
T. Aro, H. Viholainen, T. Koponen, P. Peura, E. Räikkönen, P. Salmi, R. Sorvo, M. Aro,