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1.
This article defines comprehension as a pragmatic social and intellectual practice. It reviews literature on current approaches
to reading instruction for linguistically and culturally diverse and low socioeconomic students, noting the current policy
emphasis on the teaching of comprehension as autonomous skills and strategies. The Four Resources model (Freebody and Luke
1990) is used to frame comprehension instruction with an emphasis on student cultural and community knowledge, and substantive
intellectual and sociocultural content in elementary and middle school curricula. Illustrations are drawn from research underway
on the teaching of literacy in low socioeconomic schools. 相似文献
2.
Jürgen Teichmann 《International Journal of Science Education》2013,35(4):473-478
Difficulties in reading comprehension of physics texts by college students were investigated. A strategy was developed to improve students’ reading comprehension. Students were taught the skill of formulating clear questions on textual material. The strategy stimulated students’ awareness of their difficulties in reading comprehension and could be used by students as a self‐monitoring technique to improve their reading comprehension. 相似文献
3.
Five 8- to 10-year-old children with dysphonetic and dyseidetic dyslexia were given instruction in reading comprehension using a story grammar strategy in which story instruction was differentially designed to match the simultaneous or sequential mental processing strengths of each dyslexia subtype. A multiple baseline, single subject experimental design and statistical analyses indicated that the experimental treatments yielded statistically and clinically significant improvements in the proportion of qualitatively important story elements recalled by the subjects, when compared to baseline traditional remedial instruction. The results suggested that students with dyslexia can increase their reading comprehension with training in metacognitive strategies. The question of whether the results were attributable to the subtype-matched methods per se or to strategy training in general, as well as a number of methodological issues, is being explored in subsequent research. 相似文献
4.
The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experimenter-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed students in instructor-guided and traditional instruction groups on a standardized reading comprehension test. 相似文献
5.
This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension
of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were
randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program
in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive
impact on the reading development of low achieving students. Students who received strategy instruction made superior gains
in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and
showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language
instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination
of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials,
and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of
the Program as well as its limitations are discussed. 相似文献
6.
This paper presents an experimental evaluation of a trial implementation of reciprocal teaching procedures by high school teachers to address reading comprehension deficits in a group of their students. Forty-six students with the lowest scores on a standardized test of reading comprehension in seven eighth-grade classes participated in the study. Following 3 hours of instruction in reciprocal teaching procedures, four classroom teachers and two support teachers ran eight reciprocal teaching groups. Four of these groups, 20 students in all, were exposed to between 12 and 16 reciprocal teaching sessions, while 15 students in the other four groups received between six and eight sessions. The remaining 11 students served as a no-treatment comparison group. Pre- and posttest scores on the standardized test served as the dependent measure. Significant gains were observed with students in the extended program, with no significant differences observed between the short program and comparison groups. Follow-up assessments of extended program students between 3 and 7 months later showed a maintenance of comprehension gains. Implications for high schools are discussed in terms of the absence of student progress with insufficient spaced practice in metacognitive skill training and strategic resourcing for remedial comprehension instruction. 相似文献
7.
Although the recent identification of the five critical components of early literacy has been a catalyst for modifications to the content of materials used to provide reading instruction and the tools used to examine student’s acquisition of early literacy skills, these skills have not received equal attention from test developers and publishers. In particular, a review of early literacy available measures for screening and monitoring students reveals a dearth of tools for examining different facets of reading comprehension. The purposes of this study were twofold: (a) to examine the relative difficulty of items written to assess literal, inferential, and evaluative comprehension, and (b) to compare single factor and bifactor models of reading comprehension to determine if items written to assess students’ literal, inferential, and evaluative comprehension abilities comprise unique measurement factors. Data from approximately 2,400 fifth grade students collected in the fall, winter, and spring of fifth grader were used to examine these questions. Findings indicated that (a) the relative difficulty of item types may be curvilinear, with literal items being significantly less challenging than inferential and evaluative items, and (b) literal, inferential, and evaluative comprehension measurement factors explained unique portions of variance in addition to a general reading comprehension factor. Instructional implications of the findings are discussed. 相似文献
8.
基于现代阅读认知理论,国际学生评估项目(PISA)以读者、文本和任务为核心要素构建阅读素养框架,PISA2018的最新修订更是充分彰显了其促进学生未来发展的主旨,顺应数字信息化时代的努力以及强调在真实场景下对学生运用阅读认知策略解决实际问题能力的考查等导向特征.以其为鉴,我国阅读教学需拓展国际视野,实现从关注“阅读技能”到“阅读素养”的教学目标演进,拓宽阅读素材的选择范围,在教学过程中关注学生问题解决能力的培养,在评价时突破标准化纸笔测验的局限,从而使学生阅读素养在实践中落地. 相似文献
9.
Calhoon MB 《Journal of learning disabilities》2005,38(5):424-433
The purpose of this study was to examine the effect of a peer-mediated instructional approach on the teaching of phonological skills and reading comprehension for middle school (sixth- to eighth-grade) students with reading disabilities. All students (n = 38) were identified as having learning disabilities and reading at the third-grade level or below. One group was taught using a peer-mediated phonological skill program, Linguistics Skills Training (LST), and a peer-mediated reading comprehension program, Peer Assisted Learning Strategies (PALS). The contrast group was taught in the more traditional whole-class format using a widely implemented remedial reading program. The results showed significant differences between conditions, with students receiving the LST/PALS instruction outperforming the contrast group on Letter-Word Identification, Word Attack, and Passage Comprehension using the Woodcock-Johnson Test of Achievement-III. Furthermore, large effect sizes for growth were found on Letter-Word Identification, Word Attack, and Passage Comprehension for the LST/PALS treatment group. No differences were found between conditions for reading fluency. Findings are discussed in regard to instruction delivery format (peer tutoring vs. whole class) with respect to best practices for middle school students with reading disabilities. 相似文献
10.
Margo A. Mastropieri Thomas Scruggs Lisa Mohler Marcia Beranek Vicky Spencer Richard T. Boon Elizabeth Talbott 《Learning disabilities research & practice》2001,16(1):18-27
This investigation was intended to examine the effects of teaching middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies. All students were reading significantly below grade level and many students exhibited behavior problems in addition to their primary disability area. Students were randomly assigned to a tutoring or traditional reading instruction condition. Within the tutoring condition, students were matched into tutoring dyads, trained in the tutoring procedures, and taught specific reading comprehension strategies. Reciprocal tutoring was employed, such that students assumed roles of both tutor and tutee during daily reading periods. Performance on reading comprehension tests following tutoring yielded significant performance advantages for students involved in tutoring. Observational, survey, and interview data revealed that students enjoyed tutoring more than their traditional instruction, appeared to see the value and benefits of the tutoring, and wanted to include tutoring as part of their other classes, such as science and social studies. Findings are discussed with respect to the strengths and challenges associated with the use of tutoring to provide strategic instruction to students with special learning needs. 相似文献
11.
Tim Green 《Clearing house (Menasha, Wis.)》2013,86(1):32-34
Arguments regarding the need for reading skills in career and technical education exist, but far less attention has been given to teaching strategies that can help support vocational students’ growth as readers. Based on a review of literature, this article highlights the importance of reading literacy in career and technical education, and argues that students from the various content areas in vocational education can benefit greatly from teachers incorporating reading instruction into the curriculum. This article also provides educators with six powerful, practical strategies to use in classrooms to facilitate students’ reading comprehension. 相似文献
12.
《Scientific Studies of Reading》2013,17(3):217-234
This article addresses questions about instruction for children with severe reading disabilities in 2 ways. First, outcomes from 3 recent studies are examined within the context of a hierarchy of instructional goals derived from current theory about the processes involved in acquisition of reading skill. This analysis suggests that we still have much to learn about effective instruction for children with the most severe reading disabilities. The second part of the article reports preliminary results from a 2½-year prevention project in which 138 children received instruction by 3 different methods. The primary instructional contrast involved the intensity and degree of explicitness of instruction in phonological awareness and phonetic decoding strategies for word reading. Results showed a clear advantage in phonetic reading ability for 1 group of children at the end of the second grade. However, this group did not show corresponding advantages in word-reading vocabulary or reading comprehension. The article concludes with a discussion of weaknesses in current research that suggest questions for future intervention studies. 相似文献
13.
This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students?? reading performance in Iran. The study employed a questionnaire adapted from Chamot and O??Malley??s (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and metacognitive reading strategies on reading performance and strategy transfer, the study has a quasi-experimental design involving a contrast group and a treatment group, with whom an intervention program was implemented. The treatment group achieved significantly better results than the contrast group after four months of strategy-based instruction. Results of paired-sample t-tests and independent t-tests and effect size showed that reading comprehension and reading strategy use improved with strategy instruction. Moreover, SPANOVA analyses showed that the participants in the treatment group performed better than those in the contrast group in reading comprehension and reading strategy transfer. Results also showed that strategy instruction contributed to autonomous reading behaviors. Recommendations for further research are discussed. 相似文献
14.
《Early childhood research quarterly》2005,20(3):276-305
There are few research studies on the effects of teaching comprehension strategies to young children in the primary grades. Using a Dominant–Less Dominant Mixed Model design employing both qualitative and quantitative data collection, we evaluated two approaches for teaching comprehension strategies to 7- and 8-year-old children in four second-grade classrooms using science information texts. The first approach focused upon explicitly teaching a series of single comprehension strategies, one-at-a-time (SSI). The second approach focused on teaching a “set” or “family” of transacted comprehension strategies within a collaborative, interactive and engaging routine (TSI). Results showed no difference between teaching young children a “set” of comprehension strategies and teaching comprehension strategies explicitly, one-at-a-time on their reading comprehension performance as measured by a standardized test of reading comprehension, recall of main ideas from reading two 200 word passages from information texts, a reading motivation survey and a strategy use survey. Results showed significant differences between students taught a set of comprehension strategies on measures of elaborated knowledge acquisition from reading science books (detail idea units recalled), retention of science content knowledge, and significantly improved criterion or curriculum-based reading comprehension test scores. These benefits favoring TSI over SSI are important because the learning curve is relatively steep for teachers to develop the ability to teach and for young children to develop the ability to coordinate a “set” of transacted comprehension strategies. 相似文献
15.
This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6-8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school's remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school's typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers' ratings of students' social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation for these students is needed. 相似文献
16.
The simple view of reading 总被引：6，自引：0，他引：6
A simple view of reading was outlined that consisted of two components, decoding and linguistic comprehension, both held to be necessary for skilled reading. Three predictions drawn from the simple view were assessed in a longitudinal sample of English-Spanish bilingual children in first through fourth grade. The results supported each prediction: (a) The linear combination of decoding and listening comprehension made substantial contributions toward explaining variation in reading comprehension, but the estimates were significantly improved by inclusion of the product of the two components; (b) the correlations between decoding and listening comprehension tended to become negative as samples were successively restricted to less skilled readers; and (c) the pattern of linear relationships between listening and reading comprehension for increasing levels of decoding skill revealed constant intercept values of zero and positive slope values increasing in magnitude. These results support the view that skill in reading can be simply characterized as the product of skill in decoding and linguistic comprehension. The paper concludes with a discussion of the implications of the simple view for the practice of reading instruction, the definition of reading disability, and the notion of literacy. 相似文献
17.
The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional
reading components (phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program
to increase sensitivity to instruction for middle school students with reading disabilities (RD). Three different modules
(Alternating, Integrated, and Additive) of the Reading Achievement Multi-Modular Program were implemented with 90 middle school
(sixth to eighth grades) students with reading disabilities. Instruction occurred 45 min a day, 5 days a week, for 26 weeks,
for approximately 97 h of remedial reading instruction. To assess gains, reading subtests of the Woodcock Johnson-III, the
Gray Silent Reading Test, and Oral Reading Fluency passages were administered. Results showed that students in the Additive
module outperformed students in the Alternating and Integrated modules on phonological decoding and spelling and students
in the Integrated module on comprehension skills. Findings for the two oral reading fluency measures demonstrated a differential
pattern of results across modules. Results are discussed in regards to the effect of the organization of each module on the
responsiveness of middle school students with RD to instruction. 相似文献
18.
《Learning and Instruction》2003,13(1):1-31
A multiple-baseline design across three schools was used to investigate the effects of L1-assisted reciprocal teaching on 12 Year 7 and Year 8 (Grades 6 and 7) Taiwanese ESL students’ comprehension of English expository text. The intervention comprised the alternate use of L1 (Mandarin) and L2 (English) reciprocal teaching procedures. Through 15–20 days of instruction, students learned how to foster and monitor their comprehension by using the cognitive and metacognitive strategies of questioning, summarising, clarifying, and predicting. Students made gains on both researcher-developed and standardised tests of reading comprehension and showed evidence of qualitative changes in their comprehension processes when reading L1 and L2 texts. 相似文献
19.
This paper reports on the way in which a teacher led the literacy development of two students who were nonreaders and nonwriters. The two students received instruction in a special education room for students with learning disabilities. The teacher implemented an integrated instructional program in reading and writing that was designed to: (a) embed literacy instruction in meaningful and purposive activities, (b) respond to the needs, capabilities and interests of learners, and reflect their zones of proximal development, (c) promote self-regulated learning, and (d) foster students' membership in a literacy community. This paper focuses on the strategies the teacher used to mediate reading and writing development and the effects of the strategies on the narrative and expository writing performance of her students. 相似文献
20.
This study explored comprehension monitoring, use of reading strategies and reading comprehension of bilingual students at different levels of perceived proficiency in Italian. The participants were bilingual fifth to eighth‐grade elementary school students from four Italian schools in Rijeka, Croatia. Students' reading comprehension was assessed. Their comprehension monitoring skill was measured on the Metacomprehension test and through use of a cloze task. The Strategic Reading Questionnaire (SRQ) was used as a self‐report measure of strategic reading. A questionnaire investigating Italian language use and perceived proficiency in the Italian language was also administered. Perceived proficiency in Italian was not clearly determined by early or late preschool age of second language acquisition. Bilingual students with high perceived proficiency in Italian (high PP group) had better meta‐cognitive reading skills than those with low perceived proficiency in Italian (low PP group). Comprehension monitoring was the most important predictor of reading comprehension in all students. 相似文献