混合文本处理与语言理解干预对初中阅读困难学生的影响。
The Effects of Blended Text-Processing and Linguistic Comprehension Interventions Among Struggling Middle-School Readers.
作者信息
Barth Amy E, Vaughn Sharon, McCulley Elisabeth V
机构信息
University of Missouri-Columbia.
University of Texas-Austin.
出版信息
Int J Res Learn Disabil. 2015 Fall;2(2):2-17.
Reading comprehension is an essential academic skill (Nash & Snowling, 2006; National Reading Panel, National Institute of Child Health and Human Development, 2000). Yet, among students in the eighth grade, approximately 64% of all students and 91% of students with disabilities do not read at proficient levels (National Center for Education Statistics [NCES], 2013). This suggests that when reading grade-level texts, a large percentage of middle-grade readers are not able to accurately connect important ideas in text, form inferences that integrate information in text with general knowledge of the topic, and synthesize common ideas across various texts (NCES, 2013). These data highlight the need for intensive reading interventions that explicitly teach middle-grade struggling readers how to comprehend grade-level texts and acquire content knowledge from the texts they read.
阅读理解是一项至关重要的学术技能（纳什和斯诺林，2006年；国家阅读小组，国家儿童健康与人类发展研究所，2000年）。然而，在八年级学生中，约64%的学生以及91%的残疾学生阅读水平未达到熟练程度（国家教育统计中心[NCES]，2013年）。这表明，在阅读年级水平的文本时，很大比例的初中读者无法准确地将文本中的重要观点联系起来，无法形成将文本中的信息与该主题的常识相结合的推理，也无法综合不同文本中的共同观点（NCES，2013年）。这些数据凸显了开展强化阅读干预措施的必要性，即明确教导初中阶段阅读困难的读者如何理解年级水平的文本，并从他们所读的文本中获取内容知识。
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