NEW APPROACHES FOR HELPING CHILDREN WHO ARE AT-RISK OF SCHOOL FAILURE

帮助面临学业失败风险的儿童的新方法

• 批准号: 3842700
• 负责人: JOHN D BRANSFORD
• 金额: --
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/3842700
• 关键词: academic achievement; child psychology; cognition; decision making; education evaluation /planning; elementary school; learning; learning transfer; memory; middle childhood (6-11); preschool child (1-5); teaching; verbal learning; videotape /videodisc

Recent research indicates the emergence of comprehension problems in children as young as 4 years of age (Johnson, 1987). Without attention, these children, and their older counterparts, are at-risk of school failure. This state-of-affairs is especially problematic in view of the fact that research has tended to focus on developmental changes in older children's comprehension (e.g., Markman, 1979). Less is known about the comprehension skills of preschool and early elementary children and ways to instruct these skills. Research on the young at-risk child is even more scarce. The purpose of the proposed research is to investigate the effects of an approach to instruction that utilizes videodisc technology to help young students who art at risk of school failure develop comprehension and decision-making skills. The approach is based on current theories of mental models and generative learning, and extends the scope of initial research, the results of which indicate that videodisc-based comprehension instruction is more effective than listening comprehension instruction for promoting story comprehension and memory in kindergarten children. Research is proposed to compare the effects of these two types of instruction across ability (i.e., at-risk and not t-risk) and age range (i.e., 5-, 7-, and 10-year-olds). Subsequent studies in the proposal examine whether comprehension and decision-making skills learned in a videodisc context transfer to new contexts, both videodisc and verbal, and whether transfer to verbal contexts can be achieved by providing videodisc- based frameworks to help children form mental models that guide subsequent prose comprehension. Finally, research is proposed to examine the value of adding a decision-making component to the videodisc-based instruction on children's comprehension skills. Together, the proposed studies will provide information on ways to promote the development of important literacy skills necessary for success in and out of school contexts.

最近的研究表明，理解问题的出现 年仅 4 岁的儿童（Johnson，1987）。 不加注意， 这些儿童和年龄较大的儿童面临上学的风险 失败。 鉴于以下情况，这种事态尤其成问题： 事实上，研究往往集中于老年人的发育变化 儿童的理解力（例如，Markman，1979）。 对此知之甚少 学前班和小学生早期的理解能力及其方法 指导这些技能。 对低危儿童的研究甚至更多 稀缺。 拟议研究的目的是调查影响 利用视盘技术来帮助教学的方法 面临学业失败风险的年轻学生会发展理解力并 决策能力。 该方法基于当前的理论 心理模型和生成学习，并扩展了初始的范围 研究结果表明基于视盘的理解 教学比听力教学更有效 促进幼儿园儿童的故事理解和记忆。 建议进行研究来比较这两种类型的效果 跨能力（即有风险而非 T 风险）和年龄范围的指导 （即 5 岁、7 岁和 10 岁的孩子）。 该提案的后续研究 检查是否在学习过程中学到了理解和决策技能 视频光盘上下文转移到新的上下文，包括视频光盘和口头内容，以及 是否可以通过提供视频光盘来实现向言语环境的转移 帮助孩子形成指导后续的心理模型的框架 散文理解。 最后，建议进行研究以检验其价值 在基于视频光盘的教学中添加决策部分 孩子的理解能力。 总之，拟议的研究将 提供有关促进重要发展的方法的信息 在学校内外取得成功所必需的识字技能。