Pressley M, el-Dinary P B
Department of Psychology, University of Notre Dame, IN 46556, USA.
J Learn Disabil. 1997 Sep-Oct;30(5):486-8, 512. doi: 10.1177/002221949703000504.
Research on the implementation of comprehension-strategies instruction is discussed briefly. The particular focus is on the challenges educators have encountered in translating research-based strategies instruction into workable, school-based interventions and, ultimately, into classroom practice. The research outcomes reviewed here are consistent with Gersten, Vaughn, Deshler, and Schiller's (this issue) analysis, except that the present authors are a bit more sanguine about the fact that, in some settings, substantial progress already has been made in translating researcher-developed instruction into effective classroom instruction. Moreover, it is encouraging that there is a large body of research that is ready to be applied.
本文简要讨论了阅读理解策略教学实施的相关研究。特别关注的是教育工作者在将基于研究的策略教学转化为可行的校本干预措施，并最终转化为课堂实践过程中所遇到的挑战。此处回顾的研究结果与格尔斯滕、沃恩、德施勒和席勒（本期）的分析一致，不过本文作者对于在某些情况下，将研究者开发的教学方法转化为有效的课堂教学已经取得了实质性进展这一事实更为乐观。此外，有大量可供应用的研究成果，这一点令人鼓舞。
