Gajria Meenakshi, Jitendra Asha K, Sood Sheetal, Sacks Gabriell
St. Thomas Aquinas College, Sparkill, NY 10976, USA.
J Learn Disabil. 2007 May-Jun;40(3):210-25. doi: 10.1177/00222194070400030301.
This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and computer-assisted instruction) or cognitive strategy instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various instructional approaches, student characteristics (e.g., grade, IQ), instructional features (e.g., materials, treatment length), methodological features, strategy maintenance, and generalization components. Implications for classroom practice and future research directions are provided.
本文总结了旨在提高学习障碍学生说明文理解能力的研究结果。共找到29项符合纳入标准的研究。从综述中收集的干预措施分为内容强化（即预读和图形组织者、视觉展示、记忆插图和计算机辅助教学）或认知策略指导（即文本结构、主旨识别、总结、提问、认知映射、交互式教学）。针对各种教学方法、学生特征（如年级、智商）、教学特点（如材料、治疗时长）、方法特点、策略维持和泛化成分，讨论了治疗结果。还提供了对课堂实践的启示和未来研究方向。
