【作者】 孙婷婷； 于金琦； 李璐； 黄亚； 刘荣；

【Author】 Sun Tingting;Yu Jinqi;Li Lu;Huang Ya;Liu Rong;College of Elementary Education,Capital Normal University;

【机构】 首都师范大学初等教育学院；

【摘要】 阅读障碍风险(Reading disability at risk,下文简称"RD")是指儿童已经表现出明显的句法困难,阅读及拼写能力落后于同龄儿童,但还未发展成真正的阅读障碍。研究者提出应该在儿童还未发展成真正的阅读障碍之前(即阅读障碍风险儿童)对其进行早期诊断并提前干预。研究者发现"RD"儿童的阅读理解水平低,阅读理解监控存在缺陷,但是进行教学干预后,他们的阅读理解水平有显著提高。本研究基于前人研究,从小学五年级学生中筛选"RD"儿童,考察他们阅读策略的使用特点,并考察对其进行阅读策略训练是否能够提升其阅读理解能力(即字面性理解、推论性理解、理解监控能力)。结果显示,"RD"儿童在四种阅读策略(即预测、澄清、提问、总结)使用上的成绩均显著差于对照组(ps<0.05);在记叙文与说明文两种文体中,"RD"儿童在澄清、提问、总结策略上成绩显著差于对照组(ps<0.05),但预测策略无显著差异(p>0.05)。本研究对"RD"儿童进行阅读策略训练的干预后,发现"RD"儿童的阅读理解成绩显著高于干预前(p<0.05),尤其在字面性理解和理解监控上的干预效果最佳,推论性理解成绩次之;并且,对记叙文的干预效果(成绩增长率109%)优于说明文(成绩增长率79%)。本研究结果表明,阅读障碍风险儿童对阅读策略的使用普遍弱于同龄儿童,但是经过阅读策略训练干预后,他们的阅读理解能力能够获得显著提升,其中对记叙文理解的提升效果更佳。更多还原

【Abstract】 Reading disability at risk(hereafter referred to as "RD") is a condition in which a child has demonstrated significant syntactic difficulties and lags behind peers in reading and spelling skills, but has not yet developed true dyslexia. Researchers have proposed that early diagnosis and intervention should be made before a child develops true dyslexia(i.e., child of reading disability at risk). The researchers found that the "RD" children had low levels of reading comprehension and deficits in reading comprehension monitoring, but their reading comprehension levels improved significantly after instructional intervention. Based on previous research, this study screened "RD" children from fifth graders, examined the characteristics of their reading strategy use, and examined whether training them in reading strategies improved their reading comprehension(i.e., literal comprehension, inferential comprehension, and comprehension monitoring). The results showed that "RD" children performed significantly worse than the control group in all four reading strategies(i.e., predicting,clarifying, questioning, and summarizing)(ps<0.05); in both narrative and expository texts, "RD" children performed significantly worse than the control group in the strategies of clarifying, questioning, and summarizing(ps<0.05); and in the strategies of clarifying, questioning, and summarizing, they performed significantly worse than the control group in both narrative and expository texts. and summarization strategies(ps<0.05), but there was no significant difference in prediction strategies(p>0.05). After the intervention of reading strategy training for the "RD" children, it was found that the "RD" children’s reading comprehension scores were significantly higher than those before the intervention(p<0.05), especially in literal comprehension and comprehension monitoring, with inferential comprehension being the best, followed by inferential comprehension(p<0.05) scores were the next highest; and the intervention effect was better for narrative text(109% growth in scores) than for expository text(79% growth in scores). The results of this study indicate that child of reading disability at risk are generally weaker than their peers in the use of reading strategies, but their reading comprehension improves significantly after the intervention of reading strategy training, with a better improvement in comprehension of narrative text.更多还原