Improving Comprehension of Expository Text in Students With LD
Improving Comprehension of Expository Text in Students With LD
复制标题
提高学习障碍学生对说明性文本的理解
DOI：
10.1177/00222194070400030301
复制
发表时间：
2007
影响因子：
3
通讯作者：
Gabriell Sacks
中科院分区：
文献类型：
--
作者：
M. Gajria;Asha K. Jitendra;S. Sood;Gabriell Sacks
本文总结了旨在提高学习困难学生对短文理解能力的研究结果。29项研究符合纳入标准。从审查中收集的干预措施被归类为内容增强（即，提前和图形组织器、视觉显示器、助记插图和计算机辅助教学）或认知策略教学（即，文本结构、主要思想识别、总结、提问、认知映射、互惠教学）。治疗结果进行了讨论有关的各种教学方法，学生的特点（例如，等级，智商），教学特征（例如，材料，治疗长度），方法学特征，策略维护和泛化组件。课堂实践和未来的研究方向的影响。
This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and computer-assisted instruction) or cognitive strategy instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various instructional approaches, student characteristics (e.g., grade, IQ), instructional features (e.g., materials, treatment length), methodological features, strategy maintenance, and generalization components. Implications for classroom practice and future research directions are provided.