Ukrainetz Teresa A
Division of Communication Disorders, University of Wyoming, Laramie, Wyoming.
Semin Speech Lang. 2015 Feb;36(1):17-30. doi: 10.1055/s-0034-1396443. Epub 2015 Jan 29.
Understanding and learning from academic texts involves purposeful, strategic reading. Adolescent readers, particularly poor readers, benefit from explicit instruction in text comprehension strategies, such as text preview, summarization, and comprehension monitoring, as part of a comprehensive reading program. However, strategies are difficult to teach within subject area lessons where content instruction must take primacy. Speech-language pathologists (SLPs) have the expertise and service delivery options to support middle and high school students in learning to use comprehension strategies in their academic reading and learning. This article presents the research evidence on what strategies to teach and how best to teach them, including the use of explicit instruction, spoken interactions around text, cognitive modeling, peer learning, classroom connections, and disciplinary literacy. The article focuses on how to move comprehension strategies from being teaching tools of the SLP to becoming learning tools of the student. SLPs can provide the instruction and support needed for students to learn and apply of this important component of academic reading.
理解学术文本并从中学习需要有目的、有策略地阅读。青少年读者，尤其是阅读能力较差的读者，作为全面阅读计划的一部分，受益于文本理解策略方面的明确指导，如文本预览、总结和理解监控。然而，在以内容教学为主的学科课程中，策略很难教授。言语语言病理学家（SLP）具备专业知识和服务提供选项，以支持初中和高中学生学会在学术阅读和学习中运用理解策略。本文介绍了关于教授哪些策略以及如何最好地教授这些策略的研究证据，包括使用明确指导、围绕文本的口语互动、认知建模、同伴学习、课堂联系和学科素养。本文重点关注如何将理解策略从言语语言病理学家的教学工具转变为学生的学习工具。言语语言病理学家可以为学生学习和应用学术阅读这一重要组成部分提供所需的指导和支持。
