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

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2024-08-30 DOI:10.1177/07419325241268582
Jolien Delafontaine, Laura Fluyt, Koen Aesaert, Sara Nijs
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引用次数: 0

摘要

有效的教学对促进学生在各个领域的学习起着至关重要的作用,其中阅读理解是所有学习者不可或缺的技能,但对大多数学习者来说却很难掌握。最近的研究表明,教学效果受学生特点和课堂环境的影响,与具体情况有关。这些效果上的差异凸显了教学行为在不同课堂环境中的不同影响,即所谓的权变效应。因此,本范围综述全面概述了以提高有特殊教育需求(SEN)学生的阅读理解能力为重点的有效教学文献。其主要目的是确定一般效应和偶然效应,并特别关注全纳教育、中等教育和特殊教育环境中有效教学的差异。教学行为根据 "优秀教学工具包 "的三个维度进行分类:创造支持性环境(CSE)、最大化学习机会(MOL)和激活勤奋思维(AHT)。共审查了 20 项符合纳入标准的研究。这些研究大多考察了多种教学行为对中级环境下学习障碍学生阅读理解成果的影响(13 项)(10 项)。总体而言,在 "AHT "维度下的教学行为产生了许多积极的效果。然而,在调查 CSE 和 MOL 的有效性时,发现的情况更加细微且参差不齐,一些研究表明对阅读理解的影响并不显著。在 AHT 维度上观察到了倾向于中间环境的权变效应。
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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.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
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.
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