{"title":"The Effects of Blended Text-Processing and Linguistic Comprehension Interventions Among Struggling Middle-School Readers.","authors":"Amy E Barth, Sharon Vaughn, Elisabeth V McCulley","doi":"","DOIUrl":null,"url":null,"abstract":"<p><p>Reading comprehension is an essential academic skill (Nash & Snowling, 2006; National Reading Panel, National Institute of Child Health and Human Development, 2000). Yet, among students in the eighth grade, approximately 64% of all students and 91% of students with disabilities do not read at proficient levels (National Center for Education Statistics [NCES], 2013). This suggests that when reading grade-level texts, a large percentage of middle-grade readers are not able to accurately connect important ideas in text, form inferences that integrate information in text with general knowledge of the topic, and synthesize common ideas across various texts (NCES, 2013). These data highlight the need for intensive reading interventions that explicitly teach middle-grade struggling readers how to comprehend grade-level texts and acquire content knowledge from the texts they read.</p>","PeriodicalId":73417,"journal":{"name":"International journal for research in learning disabilities","volume":"2 2","pages":"2-17"},"PeriodicalIF":0.0000,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5342250/pdf/nihms794187.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International journal for research in learning disabilities","FirstCategoryId":"1085","ListUrlMain":"","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Reading comprehension is an essential academic skill (Nash & Snowling, 2006; National Reading Panel, National Institute of Child Health and Human Development, 2000). Yet, among students in the eighth grade, approximately 64% of all students and 91% of students with disabilities do not read at proficient levels (National Center for Education Statistics [NCES], 2013). This suggests that when reading grade-level texts, a large percentage of middle-grade readers are not able to accurately connect important ideas in text, form inferences that integrate information in text with general knowledge of the topic, and synthesize common ideas across various texts (NCES, 2013). These data highlight the need for intensive reading interventions that explicitly teach middle-grade struggling readers how to comprehend grade-level texts and acquire content knowledge from the texts they read.
阅读理解是一项基本的学术技能（Nash & Snowling, 2006; National Reading Panel, National Institute of Child Health and Human Development, 2000）。然而，在八年级学生中，约有 64% 的学生和 91% 的残疾学生的阅读能力达不到熟练水平（国家教育统计中心 [NCES]，2013 年）。这表明，在阅读年级水平的课文时，很大一部分中年级读者无法准确地将课文中的重要观点联系起来，无法形成将课文中的信息与主题常识相结合的推论，也无法综合各种课文中的共同观点（NCES，2013）。这些数据突出表明，有必要采取强化阅读干预措施，明确教导中年级有困难的读者如何理解年级水平的课文，并从他们阅读的课文中获取内容知识。
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