为有学习障碍的青少年学习者提供支持单词级阅读技能的指导

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Brennan W. Chandler, Jessica R. Toste, Elizabeth J. Hart, Devin M. Kearns
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引用次数: 0

摘要

初中和高中对那些还没有熟练掌握单词阅读的学生来说是一个独特的挑战。到这个时候,一般期望学生能够独立阅读各种文本,以获取内容知识和为理解而阅读。有学习障碍或有学习障碍风险的学生经常在单词级阅读技能的习得上遇到困难,而且随着单词变得越来越复杂,这些困难会被放大。到五年级时,课文中引入的大多数新词都是多音节的,但学生往往缺乏系统的方法来解码这些单词。尽管存在这些挑战,但教师可以有效地帮助有阅读障碍的中学学生发展基本的单词阅读技能,从而达到熟练阅读的目的。在本文中,我们描述了单词阅读效率的关键作用,多音节单词阅读的独特挑战,以及持续教学支持对LD学生的重要性。然后我们介绍了四种教学例程,可以促进中学生获得单词级阅读技能,同时肯定和加强学生的不同文化和语言背景。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Instruction to support word-level reading skills for adolescent learners with learning disabilities

The middle and high school years represent a unique challenge for students who have not yet attained proficiency with word reading. By this time, it is generally expected that students will be able to independently read a variety of texts to gain content knowledge and to read for understanding. Students with or at-risk for learning disabilities (LD) often struggle with acquisition of word-level reading skills and these difficulties are amplified as words become increasing complex. By fifth grade, most of the new words introduced in text are multisyllabic, yet students often lack a systematic approach for decoding these words. Despite these challenges, teachers can effectively support secondary-aged students with LD in developing the foundational word reading skills necessary for reading proficiency. In this article, we describe the critical role of word reading efficiency, unique challenges of multisyllabic word reading, and the importance of ongoing instructional support for students with LD. We then introduce four instructional routines that can be implemented to facilitate secondary students' acquisition of word-level reading skills that also affirm and strength students' diverse cultural and linguistic backgrounds.

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来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
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