Building Content Knowledge to Boost Comprehension in the Primary Grades
Building Content Knowledge to Boost Comprehension in the Primary Grades
复制标题
构建内容知识以提高小学年级的理解力
DOI：
10.1002/rrq.338
复制
发表时间：
2020-08-31
影响因子：
4.2
通讯作者：
Hwang, HyeJin
中科院分区：
文献类型：
--
作者：
Cabell, Sonia Q.;Hwang, HyeJin
成熟的理论模型和大量的实证研究阐明了内容知识在语篇理解中的重要作用。然而，在阅读科学中，支持性知识在提高语言和阅读理解能力方面的潜力一直是一个相对被忽视的话题。作者阐述了为什么在英语语言艺术教学中的知识构建（即，内容丰富的教学）可以支持语言和内容知识，导致更好的语言和阅读理解，基于理论论据和实证研究。特别是，作者回顾了这一说法的证据，特别注意在K-2设置进行的实验性试验。作者还分享了一项新的干预研究的初步结果，该研究测试了一个广泛使用的内容丰富的英语语言艺术课程的实例。尽管这一不断增长的文献基础证明了这一前景，但还需要进一步严格的试验来检验这种综合性方法在阅读理解教学中的有效性。
Well-established theoretical models and a body of empirical research elucidate the critical role of content knowledge in comprehending texts. However, the potential of supporting knowledge in service of enhancing linguistic and reading comprehension has been a relatively neglected topic in the science of reading. The authors explicate why knowledge building in English language arts instruction (i.e., content-rich instruction) can support language and content knowledge, leading to better linguistic and reading comprehension, based on theoretical arguments and empirical studies. In particular, the authors review the evidence on this claim, paying special attention to experimental trials conducted in K-2 settings. The authors also share preliminary findings from a novel intervention study testing one instantiation of a widely used content-rich English language arts curriculum. Whereas this growing literature base demonstrates evidence of promise, further rigorous trials are needed to examine the efficacy of this integrative approach to teaching reading for understanding.