Direct Instruction in Critical Reading Skills.
Direct Instruction in Critical Reading Skills.
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批判性阅读技能的直接指导。
DOI：
10.2307/747376
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发表时间：
1983
期刊：
影响因子：
--
通讯作者：
W. Patching
中科院分区：
文献类型：
--
作者：
W. Patching
本研究在训练三种批判性阅读技能方面比较了对照方法和两种实验方法，即直接指导方法和带有纠正反馈的工作簿方法。这些技能是检测以下情况的能力：(a) 错误的概括、(b) 错误的因果关系和 (c) 无效的证言。三十九名五年级学生被随机分配到三组中的一组。为期 3 天的教学干预完成后，学生将接受三项专门设计的测试：一项主要测试、一项针对所教授材料的领域参考测试以及两项补充测试。直接指导样本与带有纠正反馈的工作簿和无干预样本之间的主要后测表现存在显着差异。两项补充测试的结果要么不显着，要么有利于直接指导。
THE PRESENT STUDY compared a control and two experimental treatments, a directinstruction approach and a workbook-with-corrective-feedback approach, in training three critical reading skills. The skills were the ability to detect instances of (a) faulty generalization, (b) false causality, and (c) invalid testimonial. Thirty-nine fifth-grade students were randomly assigned to one of three groups. When the 3-day instructional intervention was completed, students were given three specially designed tests: one main measure, a domain-referenced test geared to the material taught, and two supplementary measures. Significant differences were found on performance on the main posttest between the direct-instruction sample and both the workbook-with-corrective-feedback and no-intervention samples. Results from the two supplementary tests were either nonsignificant or favored direct instruction.