Inference Instruction to Support Reading Comprehension for Elementary Students With Learning Disabilities
Inference Instruction to Support Reading Comprehension for Elementary Students With Learning Disabilities
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DOI：
10.1177/1053451216676799
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发表时间：
2017-05-01
影响因子：
0.8
通讯作者：
Barnes, Marcia A.
中科院分区：
文献类型：
--
作者：
Hall, Colby;Barnes, Marcia A.
在阅读过程中进行推理是一项关键的基于标准的技能，对阅读理解很重要。本文通过回顾目前对学习障碍学生的推理教学的研究，提出了详细的建议，并提出了一个教学生在阅读时进行文本连接和基于知识的推理的五步过程，以支持小学高年级学习障碍学生阅读理解的提高。通过在小学高年级加强这一关键的阅读理解技能，教师可以更好地为学生准备中学增加阅读理解的要求。
Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing detailed suggestions and a five-step process for teaching students to make text-connecting and knowledge-based inferences while reading. By bolstering this key reading comprehension skill in the upper elementary grades, teachers can better prepare students for the increased reading comprehension demands of middle school.