Ameliorating Children's Reading-Comprehension Difficulties: A Randomized Controlled Trial
Ameliorating Children's Reading-Comprehension Difficulties: A Randomized Controlled Trial
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DOI：
10.1177/0956797610375449
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发表时间：
2010-08-01
影响因子：
8.2
通讯作者：
Hulme, Charles
中科院分区：
文献类型：
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作者：
Clarke, Paula J.;Snowling, Margaret J.;Hulme, Charles
有特殊阅读理解困难的儿童可以准确地阅读，但他们的理解力很差。在一项随机对照试验中，我们研究了三种旨在提高此类儿童阅读理解能力的干预措施的有效性：文本理解（TC）训练、口语（OL）训练以及TC和OL联合训练（COM）。在干预前、干预中、干预后和11个月的随访中对儿童进行评估。相对于未治疗的对照组，所有干预组在阅读理解方面都有显著改善。尽管TC和COM组在随访时保持了这些增益，但OL组在干预结束和随访之间的增益大于其他组。与对照组相比，OL组和COM组在表达性词汇方面也有显着改善，这是OL组和COM组阅读理解改善的中介。我们的结论是，具体的阅读理解困难反映（至少部分）潜在的口头语言的弱点，可以有效地改善适当的教学。
Children with specific reading-comprehension difficulties can read accurately, but they have poor comprehension. In a randomized controlled trial, we examined the efficacy of three interventions designed to improve such children's reading comprehension: text-comprehension (TC) training, oral-language (OL) training, and TC and OL training combined (COM). Children were assessed preintervention, midintervention, postintervention, and at an 11-month follow-up. All intervention groups made significant improvements in reading comprehension relative to an untreated control group. Although these gains were maintained at follow-up in the TC and COM groups, the OL group made greater gains than the other groups did between the end of the intervention and follow-up. The OL and COM groups also demonstrated significant improvements in expressive vocabulary compared with the control group, and this was a mediator of the improved reading comprehension of the OL and COM groups. We conclude that specific reading-comprehension difficulties reflect (at least partly) underlying oral-language weaknesses that can be effectively ameliorated by suitable teaching.