Visual-Syntactic Text Format: Improving Adolescent Literacy

被引：5

作者：

Tate, Tamara P. ^{[1
]}

Collins, Penelope ^{[1
]}

Xu, Ying ^{[1
]}

Yau, Joanna C. ^{[1
]}

Krishnan, Jenell ^{[1
]}

Prado, Yenda ^{[1
]}

Farkas, George ^{[1
]}

Warschauer, Mark ^{[1
]}

机构：

[1] Univ Calif Irvine, Irvine, CA USA

来源：

SCIENTIFIC STUDIES OF READING | 2019年 / 23卷 / 04期

关键词：

READING-COMPREHENSION; ENHANCEMENT; STANDARDS; METAANALYSIS; LEARNERS;

D O I：

10.1080/10888438.2018.1561700

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Seventh- and 8th-grade students in a within-teacher randomized control study read from visual-syntactic formatted text for 44min per week over the course of 1 year. On the annual state assessment, we found small statistically significant improvements on the overall English Language Arts scaled score (ES=0.05, p <.05) and the writing assessment (ES=0.07, p <.01) for the treatment group compared to the control group. We found no interactions between gifted, special education, or English learner classification and treatment status on the effect on overall English Language Arts score, but our categorical and subgroup analyses showed that the use of visual-syntactic text formatting provided a modest benefit to middle school students who were near or at grade level in the prior school year.

引用

页码：287 / 304

页数：18

共 47 条

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