Developing reading comprehension
Developing reading comprehension
复制标题
发展阅读理解能力
DOI：
10.1080/01443410.2014.910979
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发表时间：
2015
影响因子：
3.2
通讯作者：
May Pang
中科院分区：
文献类型：
--
作者：
May Pang
阅读或识字发展一直吸引着大多数识字专家、教育工作者、心理学家和研究人员的不懈探索，以寻求更好地理解为儿童在课堂上提供知情服务。鉴于阅读问题的复杂性和帮助儿童掌握这些基本学习技能的重要性，这一文学领域的多产出版物的范围并不令人惊讶。主要由美国阅读专业人士提供，在阅读指导手册或手册中有大量的报道，重点是不同年级或有特殊教育需要的儿童，无论是在指导，评估还是方案设计方面。《发展阅读理解》在现有的阅读教学出版物的基础上，增加了一个以项目为基础的实际干预模式的英国经验。它为它的贡献提供了一个明确的背景，作为干预的指导，以帮助改善7-11岁儿童的阅读理解，这些儿童虽然被认为是流利和准确的口头读者，但难以从文本中提取意义。基于一个阅读的意义研究项目和材料的过程中开发的心理学家和研究人员在英国，这本书旨在为教师和特殊教育需要的专业人士提供实用的指导，以支持儿童阅读的发展。在现有的综合性阅读指导手册中，Clarke、Truelove、Hulme和Snowling于2014年出版的作品为小学中、高年级理解能力差的儿童的阅读干预方案的设计和实施提供了具体的例证。文本可以被看作是作者对他们的阅读干预的情境模型的表征，这一概念表示的是一种心理表征，这种心理表征来自于他们之前对小学中、高年级阅读困难儿童从文本中提取意义的干预研究。美国教育法长期以来一直承认有特殊需要的学龄儿童获得公平、问责和卓越教育的权利。2004年《残疾人教育法》重新获得授权，导致各州小学广泛采用三级干预模式，以预防阅读障碍。虽然第一层干预是指利用循证、科学研究的核心方案，继续提供有效的普通课堂阅读教学，但成绩低于课堂平均成绩的学生被确定为有风险，有权获得第二层教学的补充方案支助。为减低这些阅读困难的儿童透过阅读学习的能力所受到的潜在威胁，当局经常进行全面筛选，以协助识别这些正在修读第一层课程或完成第一层课程后有阅读障碍的儿童
Reading or literacy development has persistently captured most literacy experts, educators, psychologists and researchers’ devoted explorations to seek better understanding for informed services for children in the classroom. Given the complexity of issues involved in reading and the importance of helping children to master such essential skills for learning, it is not surprising to see the range of prolific publications in this sector of literature. Mostly contributed by American reading professionals, it has seen a prolific coverage in reading instruction handbooks or manuals with focuses on different grade levels or for children of special educational needs whether with emphases on instruction, assessment or programme design. Developing Reading Comprehension adds a UK experience of a programmebased model of practical intervention to the existing array of publications on reading instruction. It sets a clear context for its contribution as a guide for intervention to help improve reading comprehension of children aged 7–11 with difficulty in extracting meaning from text though being regarded as fluent and accurate oral readers. Based on a reading for meaning research project and the materials developed in the process by a team of psychologists and researchers in the UK, this book aims to offer practical guidance for teachers and special educational needs professionals to support children with reading development. Among the existing collection of comprehensive reading instruction handbooks, the work of Clarke, Truelove, Hulme and Snowling published in 2014 offers a concrete exemplification of design and implementation of reading intervention programmes to children with poor comprehension performance at mid to upper elementary grades. The text can be seen as the authors’ representation of their situation model of reading intervention, a notion denoting a mental representation of the situation as derived from their previous engagement with intervention research for the mid and upper elementary grade children with reading difficulties in extracting meaning from text. Rights to access to education of equity, accountability and excellence for school children with special needs have long been acknowledged in the American education laws. The reauthorisation of the Individuals with Disabilities Education Act in 2004 has led to wide adoption of a 3-tiered response to intervention model for preventing reading disabilities in the elementary schools in the States. While Tier 1 intervention refers to maintaining provision of access to effective general classroom reading instruction using evidence-based, scientifically researched core programmes, students whose performance is lower than that of an average grader in the classroom are identified as at risk and are entitled to supplemental programme support as Tier 2 instruction. To ameliorate potential threat to such struggling readers’ ability to learn through reading, universal screening is often conducted to help identify these children with reading impairment while in or upon the completion of Tier 1