Jolien Delafontaine, Laura Fluyt, Koen Aesaert, Sara Nijs
{"title":"在全纳、中级和特殊课堂环境中有效教授有特殊教育需求的学生阅读理解:范围审查","authors":"Jolien Delafontaine, Laura Fluyt, Koen Aesaert, Sara Nijs","doi":"10.1177/07419325241268582","DOIUrl":null,"url":null,"abstract":"Effective teaching plays a vital role in promoting student learning across various domains, including reading comprehension which is an indispensable skill for all learners but difficult to master for most. Recent studies have shown that the effectiveness of teaching is context-specific, influenced by both student characteristics and the classroom setting. These variations in effectiveness underscore the differential impact of teaching behaviors across classroom settings, so-called contingency effects. Therefore, this scoping review provides a comprehensive overview of the literature on effective teaching focused on improving reading comprehension outcomes for students with special educational needs (SEN). The primary objective is to identify both general and contingency effects, looking specifically at differences in effective teaching between inclusive, intermediate, and special education settings. Teaching behaviors were categorized according to three dimensions of the Great Teaching Toolkit: creating a supportive environment (CSE), maximizing opportunities to learn (MOL), and activating hard thinking (AHT). In total, 20 studies that met the inclusion criteria were reviewed. Most of these studies examined the effect of multiple teaching behaviors on reading comprehension outcomes of students with learning disabilities ( n = 13) in intermediate settings ( n = 10). Overall, many positive effects were found for teaching behaviors classified within the AHT dimension. However, investigating the effectiveness of CSE and MOL, a more nuanced and mixed picture was identified with some studies indicating nonsignificant effects on reading comprehension. Contingency effects were observed for the AHT dimension, favoring intermediate settings.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effectively Teaching Reading Comprehension to Students With Special Educational Needs in Inclusive, Intermediate and Special Classroom Settings: A Scoping Review\",\"authors\":\"Jolien Delafontaine, Laura Fluyt, Koen Aesaert, Sara Nijs\",\"doi\":\"10.1177/07419325241268582\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Effective teaching plays a vital role in promoting student learning across various domains, including reading comprehension which is an indispensable skill for all learners but difficult to master for most. Recent studies have shown that the effectiveness of teaching is context-specific, influenced by both student characteristics and the classroom setting. These variations in effectiveness underscore the differential impact of teaching behaviors across classroom settings, so-called contingency effects. Therefore, this scoping review provides a comprehensive overview of the literature on effective teaching focused on improving reading comprehension outcomes for students with special educational needs (SEN). The primary objective is to identify both general and contingency effects, looking specifically at differences in effective teaching between inclusive, intermediate, and special education settings. Teaching behaviors were categorized according to three dimensions of the Great Teaching Toolkit: creating a supportive environment (CSE), maximizing opportunities to learn (MOL), and activating hard thinking (AHT). In total, 20 studies that met the inclusion criteria were reviewed. Most of these studies examined the effect of multiple teaching behaviors on reading comprehension outcomes of students with learning disabilities ( n = 13) in intermediate settings ( n = 10). Overall, many positive effects were found for teaching behaviors classified within the AHT dimension. However, investigating the effectiveness of CSE and MOL, a more nuanced and mixed picture was identified with some studies indicating nonsignificant effects on reading comprehension. 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Effectively Teaching Reading Comprehension to Students With Special Educational Needs in Inclusive, Intermediate and Special Classroom Settings: A Scoping Review
Effective teaching plays a vital role in promoting student learning across various domains, including reading comprehension which is an indispensable skill for all learners but difficult to master for most. Recent studies have shown that the effectiveness of teaching is context-specific, influenced by both student characteristics and the classroom setting. These variations in effectiveness underscore the differential impact of teaching behaviors across classroom settings, so-called contingency effects. Therefore, this scoping review provides a comprehensive overview of the literature on effective teaching focused on improving reading comprehension outcomes for students with special educational needs (SEN). The primary objective is to identify both general and contingency effects, looking specifically at differences in effective teaching between inclusive, intermediate, and special education settings. Teaching behaviors were categorized according to three dimensions of the Great Teaching Toolkit: creating a supportive environment (CSE), maximizing opportunities to learn (MOL), and activating hard thinking (AHT). In total, 20 studies that met the inclusion criteria were reviewed. Most of these studies examined the effect of multiple teaching behaviors on reading comprehension outcomes of students with learning disabilities ( n = 13) in intermediate settings ( n = 10). Overall, many positive effects were found for teaching behaviors classified within the AHT dimension. However, investigating the effectiveness of CSE and MOL, a more nuanced and mixed picture was identified with some studies indicating nonsignificant effects on reading comprehension. Contingency effects were observed for the AHT dimension, favoring intermediate settings.
期刊介绍:
Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.