Bos Lisanne T, De Koning Bjorn B, Wassenburg Stephanie I, van der Schoot Menno
Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands.
Front Psychol. 2016 Feb 15;7:116. doi: 10.3389/fpsyg.2016.00116. eCollection 2016.
This study aimed to enhance third and fourth graders' text comprehension at the situation model level. Therefore, we tested a reading strategy training developed to target inference making skills, which are widely considered to be pivotal to situation model construction. The training was grounded in contemporary literature on situation model-based inference making and addressed the source (text-based versus knowledge-based), type (necessary versus unnecessary for (re-)establishing coherence), and depth of an inference (making single lexical inferences versus combining multiple lexical inferences), as well as the type of searching strategy (forward versus backward). Results indicated that, compared to a control group (n = 51), children who followed the experimental training (n = 67) improved their inference making skills supportive to situation model construction. Importantly, our training also resulted in increased levels of general reading comprehension and motivation. In sum, this study showed that a 'level of text representation'-approach can provide a useful framework to teach inference making skills to third and fourth graders.
本研究旨在提高三、四年级学生在情境模型层面的文本理解能力。因此，我们测试了一种专门针对推理技能开发的阅读策略训练方法，推理技能被广泛认为是情境模型构建的关键。该训练基于当代关于情境模型推理的文献，涉及推理的来源（基于文本与基于知识）、类型（对（重新）建立连贯性是否必要）、推理深度（进行单个词汇推理与组合多个词汇推理）以及搜索策略类型（向前与向后）。结果表明，与对照组（n = 51）相比，接受实验训练的儿童（n = 67）提高了有助于情境模型构建的推理技能。重要的是，我们的训练还提高了整体阅读理解水平和学习动机。总之，本研究表明，“文本表征水平”方法可为向三、四年级学生教授推理技能提供一个有用的框架。
