RAVE-O干预措施：将神经科学与课堂联系起来。
The RAVE-O Intervention: Connecting Neuroscience to the Classroom.
作者信息
Wolf Maryanne, Barzillai Mirit, Gottwald Stephanie, Miller Lynne, Spencer Kathleen, Norton Elizabeth, Lovett Maureen, Morris Robin
机构信息
The Center for Reading and Language Research, Tufts University.
University of Toronto, Hospital for Sick Children.
出版信息
Mind Brain Educ. 2009 Jun;3(2):84-93. doi: 10.1111/j.1751-228x.2009.01058.x. Epub 2009 May 11.
This article explores the ways in which knowledge from the cognitive neurosciences, linguistics, and education interact to deepen our understanding of reading's complexity and to inform reading intervention. We first describe how research on brain abnormalities and naming speed processes has shaped both our conceptualization of reading disabilities and the design of a multicomponent reading intervention, the RAVE-O program. We then discuss the unique ways this program seeks to address the multiple and varied sources of disruption in struggling readers. Finally, we present efficacy data for the RAVE-O reading intervention across multiple school settings.
本文探讨了认知神经科学、语言学和教育学领域的知识相互作用的方式，以加深我们对阅读复杂性的理解，并为阅读干预提供信息。我们首先描述了关于大脑异常和命名速度过程的研究如何塑造了我们对阅读障碍的概念化，以及多成分阅读干预方案RAVE-O项目的设计。然后，我们讨论了该项目旨在解决阅读困难学生中多种不同干扰源的独特方式。最后，我们展示了RAVE-O阅读干预在多个学校环境中的有效性数据。
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