Ciullo Stephen, Lo Yu-Ling Sabrina, Wanzek Jeanne, Reed Deborah K
Texas State University, San Marcos, USA
University of Texas at Austin, USA.
J Learn Disabil. 2016 May-Jun;49(3):257-71. doi: 10.1177/0022219414539566. Epub 2014 Jun 23.
This research synthesis was conducted to understand the effectiveness of interventions designed to improve learning from informational text for students with learning disabilities in elementary school (K-5). The authors identified 18 studies through a comprehensive search. The interventions were evaluated to determine treatment effects and to understand implementation and methodological variables that influenced outcomes. Moderate to large effect sizes on researcher-developed measures for cognitive strategy interventions were reported. Interventions that utilized graphic organizers as study guides to support social studies learning were also associated with improved outcomes. The findings are considered within the context of limited implementation of standardized measures. The authors extend findings from previous research by reporting a paucity of interventions to enhance higher-level cognitive and comprehension skills. The majority of reviewed studies targeted fact acquisition and main idea identification, and overall encouraging findings were noted for these skills. Implications for future research are discussed.
开展这项研究综述是为了了解旨在提高小学（幼儿园至五年级）学习障碍学生从信息性文本中学习效果的干预措施的有效性。作者通过全面检索确定了18项研究。对这些干预措施进行评估，以确定治疗效果，并了解影响结果的实施和方法变量。据报告，认知策略干预措施在研究人员制定的测量方法上有中等至较大的效应量。将图形组织者用作学习指南以支持社会研究学习的干预措施也与更好的结果相关。这些发现是在标准化测量实施有限的背景下进行考量的。作者通过报告缺乏旨在提高高级认知和理解技能的干预措施，扩展了先前研究的结果。大多数被审查的研究针对事实获取和主旨识别，并且这些技能总体上有令人鼓舞的发现。文中还讨论了对未来研究的启示。
