Graham L, Wong B Y
Faculty of Education, Simon Fraser University, Burnaby, BC, Canada.
J Learn Disabil. 1993 Apr;26(4):270-9. doi: 10.1177/002221949302600407.
This study investigated the comparative efficacy of two instructional approaches--didactic teaching and self-instructional training--in teaching average and poor readers a comprehension question-answering strategy. Forty-five average students and 45 poor readers from Grades 5 and 6 participated. These 38 girls and 52 boys were equally and randomly assigned to one of three treatment conditions: didactic teaching of the strategy, self-instruction, or control (no training). Students in the first two treatment conditions learned a mnemonic strategy ("Here," "Hidden," and "in my Head") to indicate question-answer relationships that are text explicit, text implicit, or script implicit, respectively. Essentially, the 3H mnemonic cued students to use appropriate text and/or knowledge-base information in answering comprehension test questions. In addition, students in the self-instruction group learned three self-questions to guide their use of the 3H strategy. Specifically, the self-questions focused students' attention on the task, provided a basis for decision making concerning the categorization of comprehension test questions, and reminded students to check their answers. The results indicated that both didactic teaching and self-instructional training of the strategy effected significant improvements in students' reading comprehension performance. However, self-instructional training was more effective in enhancing and maintaining students' reading comprehension performance than didactic teaching. Moreover, results from the oral questionnaire indicated that the 3H strategy training increased students' general meta-cognitive knowledge. Lastly, of the 60 trained students, 52 wrote that they would encourage other children to learn the 3H strategy. Thus, the response to strategy learning was clearly positive.
本研究调查了两种教学方法——讲授式教学和自我指导训练——在教授中等水平和阅读能力较差的学生阅读理解问答策略方面的相对效果。来自五、六年级的45名中等水平学生和45名阅读能力较差的学生参与了研究。这38名女生和52名男生被平均且随机地分配到三种处理条件之一：策略讲授式教学、自我指导或控制组（无训练）。前两种处理条件下的学生学习了一种记忆策略（“这里”“隐藏”和“在我脑海中”），分别用于表明文本明确、文本隐含或脚本隐含的问答关系。从本质上讲，3H记忆法提示学生在回答阅读理解测试问题时使用适当的文本和/或知识库信息。此外，自我指导组的学生学习了三个自我提问，以指导他们使用3H策略。具体而言，这些自我提问将学生的注意力集中在任务上，为阅读理解测试问题的分类决策提供了基础，并提醒学生检查答案。结果表明，策略的讲授式教学和自我指导训练都使学生的阅读理解成绩有了显著提高。然而，自我指导训练在提高和维持学生的阅读理解成绩方面比讲授式教学更有效。此外，口头问卷调查结果表明，3H策略训练增加了学生的一般元认知知识。最后，在60名接受训练的学生中，有52人表示他们会鼓励其他孩子学习3H策略。因此，对策略学习的反应显然是积极的。
