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多成分阅读干预：从业者指南。

Multicomponent Reading Intervention: A Practitioner's Guide.

作者信息

Daniel Johny, Barth Amy, Ankrum Ethan

机构信息

Durham University, Durham, UK.

William Jewell College, Liberty, MO, USA.

出版信息

Read Teach. 2024 Jan-Feb;77(4):473-484. doi: 10.1002/trtr.2265. Epub 2023 Nov 22.

DOI:10.1002/trtr.2265
PMID:39156505
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11329231/
Abstract

Discover the effective approach of multicomponent reading interventions, a personalized approach to support elementary grade students with reading difficulties. Explore how teachers can combine word reading, fluency, and comprehension to empower students' reading journey.

摘要

探索多成分阅读干预的有效方法，这是一种支持有阅读困难的小学低年级学生的个性化方法。探究教师如何将单词阅读、流利度和阅读理解相结合，以助力学生的阅读之旅。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/dc57/11329231/1b70650a9608/nihms-2013901-f0003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/dc57/11329231/e2766899c32e/nihms-2013901-f0005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/dc57/11329231/5a6d463a0f59/nihms-2013901-f0001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/dc57/11329231/9c61a1cd460a/nihms-2013901-f0002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/dc57/11329231/1b70650a9608/nihms-2013901-f0003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/dc57/11329231/e2766899c32e/nihms-2013901-f0005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/dc57/11329231/5a6d463a0f59/nihms-2013901-f0001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/dc57/11329231/9c61a1cd460a/nihms-2013901-f0002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/dc57/11329231/1b70650a9608/nihms-2013901-f0003.jpg

相似文献

1
Multicomponent Reading Intervention: A Practitioner's Guide.多成分阅读干预：从业者指南。
Read Teach. 2024 Jan-Feb;77(4):473-484. doi: 10.1002/trtr.2265. Epub 2023 Nov 22.
2
The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention.基线单词阅读技能在考察学生对多成分阅读干预的反应中的重要性。
J Learn Disabil. 2022 Jul-Aug;55(4):259-271. doi: 10.1177/00222194211010349. Epub 2021 Apr 30.
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Response to intervention for high school students: examining baseline word reading skills and reading comprehension outcomes.高中学生的干预反应：考察基线单词阅读技能和阅读理解结果。
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Front Psychol. 2023 Aug 24;14:1191103. doi: 10.3389/fpsyg.2023.1191103. eCollection 2023.

本文引用的文献

1
Exploring reading profiles of rural school students.探究农村学生的阅读特点。
Ann Dyslexia. 2023 Jul;73(2):235-259. doi: 10.1007/s11881-022-00276-y. Epub 2023 Jan 11.
2
A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students.基础技能和多成分阅读干预对小学低年级学生阅读理解影响的荟萃分析。
Learn Individ Differ. 2022 Jan;93. doi: 10.1016/j.lindif.2021.102062. Epub 2021 Sep 3.
3
The Relative Effects of Instruction Linking Word Reading and Word Meaning Compared to Word Reading Instruction Alone on the Accuracy, Fluency, and Word Meaning Knowledge of 4th-5th Grade Students With Dyslexia.
与单纯的单词阅读教学相比，将单词阅读与词义教学相联系的教学方式对四至五年级诵读困难学生的准确性、流畅性及词义知识的相对影响。
Sci Stud Read. 2022;26(3):204-222. doi: 10.1080/10888438.2021.1947294. Epub 2021 Jul 7.
4
The reading profiles of late elementary English learners with and without risk for dyslexia.有和无阅读障碍风险的小学后期英语学习者的阅读特征。
Ann Dyslexia. 2022 Jul;72(2):276-300. doi: 10.1007/s11881-022-00254-4. Epub 2022 May 24.
5
The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention.基线单词阅读技能在考察学生对多成分阅读干预的反应中的重要性。
J Learn Disabil. 2022 Jul-Aug;55(4):259-271. doi: 10.1177/00222194211010349. Epub 2021 Apr 30.
6
The Critical Role of Word Reading as a Predictor of Response to Intervention.阅读能力对干预反应的关键作用。
J Learn Disabil. 2020 Nov/Dec;53(6):415-427. doi: 10.1177/0022219419891412. Epub 2019 Dec 6.
7
Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities.考察图像可识别性和规则性在阅读障碍风险的一、二年级学生的单词阅读准确性和学习效率中的作用。
J Exp Child Psychol. 2019 Feb;178:226-250. doi: 10.1016/j.jecp.2018.09.007. Epub 2018 Nov 7.
8
The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014.阅读流畅性干预对学习障碍小学生阅读流畅性和阅读理解表现的影响：2001年至2014年研究综述
J Learn Disabil. 2017 Sep/Oct;50(5):576-590. doi: 10.1177/0022219416638028. Epub 2016 Apr 11.
9
A Meta-Analysis of Interventions for Struggling Readers in Grades 4-12: 1980-2011.对4至12年级阅读困难学生干预措施的元分析：1980年至2011年
J Learn Disabil. 2015 Jul-Aug;48(4):369-90. doi: 10.1177/0022219413504995. Epub 2013 Oct 3.
10
Teaching children to identify the main idea of expository texts.教孩子们识别说明文的主旨。
Except Child. 1986 Oct;53(2):163-8. doi: 10.1177/001440298605300209.