Testing and refining the direct and inferential mediation model of reading comprehension
Testing and refining the direct and inferential mediation model of reading comprehension
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DOI：
10.1037/0022-0663.99.2.311
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发表时间：
2007-05-01
影响因子：
4.9
通讯作者：
Azevedo, Roger
中科院分区：
文献类型：
--
作者：
Cromley, Jennifer G.;Azevedo, Roger
很大一部分美国高中生在阅读理解方面有困难。阅读理解的理论模型可能有助于研究人员理解这些困难，因为它们可以指出对理解贡献最大的变量。在广泛回顾文献的基础上，我们提出了一个新的阅读理解模型--直接推理中介模型。该模型假设了背景知识、推理、阅读理解策略、词汇和文字阅读之间的关系，并讨论了这5个预测因素对理解的直接和中介影响。作者测试了该模型的拟合和3个模型的变化，从175名学生在9年级的数据。DIME模型解释了66%的理解差异。词汇和背景知识对理解的贡献最大，其次是推理、单词阅读和策略。对理解力得分低于第30百分位的参与者的分析表明，这些学生在所有指标上的得分都很低。作者认为，词汇和背景知识干预可能是开始提高样本中学生学术阅读理解能力的最佳方法。
A significant proportion of American high school students struggle with reading comprehension. Theoretical models of reading comprehension might help researchers understand these difficulties, because they can point to variables that make the largest contributions to comprehension. On the basis of an extensive review of the literature, we created a new model of reading comprehension, the direct and inferential mediation (DIME) model. The model hypothesizes relationships among background knowledge, inferences, reading comprehension strategies, vocabulary, and word reading and addresses the direct and mediated effects of these 5 predictors on comprehension. The authors tested the fit of the model and 3 variations of the model to data from 175 students in 9th grade. The DIME model explained 66% of the variance in comprehension. Vocabulary and background knowledge made the largest contributions to comprehension, followed by inference, word reading, and strategies. Analyses of participants scoring below the 30th percentile on comprehension showed these students to have low scores on all of the measures. The authors suggest that vocabulary and background knowledge interventions might be the best way to begin improving the academic reading comprehension of students like those in the sample.