Reading Comprehension for Students With Reading Disabilities: Progress and Challenges.
作者信息
Vaughn Sharon, Barnes Marcia A
机构信息
Meadows Center for Preventing Educational Risk, University of Texas at Austin.
Department of Special Education, Vanderbilt University.
出版信息
Learn Individ Differ. 2023 Feb;102. doi: 10.1016/j.lindif.2023.102258. Epub 2023 Jan 26.
Abstract
摘要
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本文引用的文献
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Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia.建模并可视化儿童从一年级到四年级单词和非单词阅读的共同发展：为阅读障碍儿童的发展轨迹提供信息。
Child Dev. 2021 May;92(3):e252-e269. doi: 10.1111/cdev.13468. Epub 2020 Nov 22.
2
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.针对有阅读理解困难风险的三、四年级学生，研究针对性成分干预对语言和读写能力的效果。
Sci Stud Read. 2018;22(6):462-484. doi: 10.1080/10888438.2018.1481409. Epub 2018 Jun 22.
3
Current Evidence on the Effects of Intensive Early Reading Interventions.当前关于强化早期阅读干预效果的证据。
J Learn Disabil. 2018 Nov/Dec;51(6):612-624. doi: 10.1177/0022219418775110. Epub 2018 May 21.
4
Enacted Reading Comprehension: Using Bodily Movement to Aid the Comprehension of Abstract Text Content.enacted阅读理解：利用身体动作辅助理解抽象文本内容。 （注：这里“Enacted”可能有误，推测可能是“Embodied”，如果是“Embodied Reading Comprehension”，更准确的译文是“具身阅读理解：利用身体动作辅助理解抽象文本内容” ）
PLoS One. 2017 Jan 20;12(1):e0169711. doi: 10.1371/journal.pone.0169711. eCollection 2017.
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Child Dev Perspect. 2016 Dec;10(4):269-274. doi: 10.1111/cdep.12200. Epub 2016 Oct 11.
6
Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.幼儿园至三年级二级阅读干预效果的荟萃分析
Educ Psychol Rev. 2016 Sep;28(3):551-576. doi: 10.1007/s10648-015-9321-7. Epub 2015 Jun 28.
7
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.小学低年级阶段自我调节、语义知识和阅读理解之间的相互影响
Child Dev. 2016 Nov;87(6):1813-1824. doi: 10.1111/cdev.12570. Epub 2016 Jun 5.
8
The Relation of Knowledge-Text Integration Processes and Reading Comprehension in 7th- to 12th-Grade Students.7至12年级学生的知识文本整合过程与阅读理解的关系。
Sci Stud Read. 2015;19(4):253-272. doi: 10.1080/10888438.2015.1022650. Epub 2015 Apr 16.
9
Situation models in language comprehension and memory.语言理解与记忆中的情境模型
Psychol Bull. 1998 Mar;123(2):162-85. doi: 10.1037/0033-2909.123.2.162.
10
Long-term working memory.长期工作记忆
Psychol Rev. 1995 Apr;102(2):211-45. doi: 10.1037/0033-295x.102.2.211.
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