Scott Cheryl M
1653 West Congress Parkway, Suite 203 Senn, Chicago, IL 60612, USA.
Lang Speech Hear Serv Sch. 2009 Apr;40(2):184-91. doi: 10.1044/0161-1461(2008/08-0042). Epub 2008 Oct 24.
This article addresses sentence comprehension as a requirement of reading comprehension within the framework of the narrow view of reading that was advocated in the prologue to this forum. The focus is on the comprehension requirements of complex sentences, which are characteristic of school texts.
Topics included in this discussion are (a) evidence linking sentence comprehension and syntax with reading, (b) syntactic properties of sentences that make them difficult to understand, (c) clinical applications for the assessment of sentence comprehension as it relates to reading, and (d) evidence and methods for addressing sentence complexity in treatment.
Sentence complexity can create comprehension problems for struggling readers. The contribution of sentence comprehension to successful reading has been overlooked in models that emphasize domain-general comprehension strategies at the text level. The author calls for the evaluation of sentence comprehension within the context of content domains where complex sentences are found.
本文在本论坛前言中所倡导的狭义阅读框架内，将句子理解作为阅读理解的一项要求来探讨。重点在于复杂句子的理解要求，复杂句子是学校教材的典型特征。
本次讨论涵盖的主题包括：（a）将句子理解和句法与阅读相联系的证据；（b）使句子难以理解的句法特性；（c）与阅读相关的句子理解评估的临床应用；（d）在治疗中解决句子复杂性的证据和方法。
句子复杂性会给阅读困难的读者造成理解问题。在强调文本层面通用理解策略的模型中，句子理解对成功阅读的贡献被忽视了。作者呼吁在发现复杂句子的内容领域背景下评估句子理解。
