Reading and Writing Intervention for Older Students with Disabilities: Possibilities and Challenges
Reading and Writing Intervention for Older Students with Disabilities: Possibilities and Challenges
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对年龄较大的残疾学生的阅读和写作干预：可能性和挑战
DOI：
10.1111/j.1540-5826.2008.00263.x
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发表时间：
2008
影响因子：
1.8
通讯作者：
S. Vaughn
中科院分区：
文献类型：
--
作者：
Carolyn A. Denton;S. Vaughn
作为一个领域，我们对有效补救有明显阅读障碍的大龄学生的了解远远少于我们对预防低年级学生阅读困难的了解。大多数有阅读障碍的大龄学生要么没有得到足够的指导，没有坚持上学，和/或需要比他们目前接受的更密集的阅读指导。此外，阅读不好的后果是相当严重的。这些学生不仅不能阅读和从文本中学习，他们读得又慢又费力，使他们无法及时完成作业。此外，不好的阅读的负担会导致动力不足和沮丧。一位学生这样说：“我直到11岁才学会阅读。我是一个寄养儿童。我曾经和我真实的爸爸妈妈住在一起，我们住在街上。我从来没有学过阅读，因为我几乎没有上过学。我不得不重读二年级。现在，我害怕阅读，因为我知道我会搞砸。我害怕人们会开始嘲笑我说，'她不识字，她不识字'“（McCray，Vaughn，& Neal，2001，p. 21）。
As a field, we know considerably less about effectively remediating older students with significant reading disabilities than we do about preventing reading difficulties with younger students. Most older students with reading disabilities either have had inadequate instruction, have not attended school consistently, and/or require more intensive reading instruction than they are currently receiving. Furthermore, the consequences for not reading well are quite significant. Not only are these students unable to read and learn from text, they read slowly and laboriously, preventing them from completing assignments in a timely manner. Furthermore, the burden of poor reading yields low motivation and discouragement.One student said it this way,“I didn’t learn to read until I was 11 years old. I am a foster child. I used to live with my real Mom and Dad and we lived on the streets. I never learned to read because I hardly ever went to school. I had to repeat the second grade. Now, I am scared to read because I know I’ll mess up. I am scared that people will start to laugh at me and say,‘She can’t read, she can’t read’”(McCray, Vaughn, & Neal, 2001, p. 21).