Strassman B K
Department of Speech Pathology, Audiology, and Education of the Hearing Impaired, Trenton State College, New Jersey.
Am Ann Deaf. 1992 Oct;137(4):326-30. doi: 10.1353/aad.2012.0456.
Twenty-nine prelingually and profoundly deaf adolescents were interviewed individually to assess their metacognitive knowledge about school-related reading. A descriptive analysis of the data indicated that the students' schemata for school-related reading were largely skill-based and passive. The schemata apparently lacked mature metacognitive knowledge that would enable the students to gain the most from their reading instruction and become more sophisticated independent readers. Further research on classroom reading instruction is needed.
对29名语前极重度失聪青少年进行了单独访谈，以评估他们对与学校相关阅读的元认知知识。对数据的描述性分析表明，学生们与学校相关阅读的图式主要基于技能且较为被动。这些图式显然缺乏成熟的元认知知识，而这种知识能使学生从阅读教学中获得最大收益，并成为更成熟的独立阅读者。需要对课堂阅读教学进行进一步研究。
