George Mason University, Fairfax, VA 22030, USA.
J Learn Disabil. 2013 Mar-Apr;46(2):154-65. doi: 10.1177/0022219411409412. Epub 2011 Jul 14.
Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students with learning disabilities. A randomized pre-post experimental design was employed to investigate the effectiveness of a comprehension monitoring strategy (QRAC-the-Code) for improving the reading comprehension of 323 students in grades 6 and 7 in inclusive social studies classes. Findings indicated that both general education students and students with learning disabilities who were taught a simple comprehension monitoring strategy improved their comprehension of textbook content compared to students who read independently and noted important points. In addition, students in the comprehension monitoring condition reported using more reading strategies after the intervention. Implications for research and practice are discussed.
随着学生在教育系统中不断进步，尤其是在内容丰富的课程中，阅读和理解文本信息的要求会提高；因此，监控理解能力尤为重要。然而，对于许多阅读理解能力有困难的学生来说，这是一项特别具有挑战性的技能，包括有学习障碍的学生。本研究采用随机前后实验设计，调查了一种理解监控策略（QRAC-the-Code）对提高 323 名 6 年级和 7 年级融合社会研究课程中普通教育学生和有学习障碍学生阅读理解的有效性。研究结果表明，与独立阅读并记录要点的学生相比，接受简单理解监控策略教学的普通教育学生和有学习障碍的学生，其对教科书内容的理解都有所提高。此外，在干预后，理解监控组的学生报告说使用了更多的阅读策略。讨论了对研究和实践的启示。
