针对阅读障碍学生的推理教学

IF 0.9 Q3 EDUCATION, SPECIAL
Amy E. Barth, Ethan R. Ankrum, Cathy Newman Thomas
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引用次数: 0

摘要

全国数据显示,大约 90% 有阅读障碍的农村学生的阅读能力处于或低于基本水平。越来越多的研究表明,推理能力对阅读理解至关重要,但对阅读障碍学生来说尤其困难。使问题更加复杂的是,农村特殊教育工作者通常只有有限的资源来支持有阅读障碍的学生,而这些学生大多在普通教育课堂上接受教育。在这篇 "行动中的实践"(Practice in Action)的文章中,我们将通过以下几个方面来支持农村特殊教育工作者,他们必须以创新的方式与普通教育教师合作,以确保高质量和专业化的阅读教学,并支持全纳和公平的学习环境:(a)定义推理;(b)回顾支持推理的《大学和职业准备锚定标准》;(c)讨论阅读障碍学生或有阅读障碍风险的学生的推理能力;(d)概述有效推理教学的组成部分;以及(e)就如何使用图形组织器进行推理教学提出建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Inference Instruction for Students With Reading Disabilities
National data indicate that approximately 90% of rural students with a reading disability read at or below basic levels of reading proficiency. A growing body of research demonstrates that the ability to make inferences is essential for reading comprehension but particularly difficult for students with reading disabilities. Compounding matters, rural special educators often have limited resources available to support students with reading disabilities, largely served in general education classrooms. In this Practice in Action article, we support rural special educators who must innovatively collaborate with general education teachers to ensure high quality and specialized reading instruction and support inclusive and equitable learning environments by (a) defining inferencing, (b) reviewing College and Career Readiness Anchor Standards that support inferencing, (c) discussing the inference skills of students with or at-risk for reading disabilities, (d) outlining components of effective inference instruction, and (e) offering recommendations for how to teach inferencing using a graphic organizer.
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来源期刊
Rural Special Education Quarterly
Rural Special Education Quarterly EDUCATION, SPECIAL-
CiteScore
3.00
自引率
6.70%
发文量
16
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