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Reading Comprehension: Effects of Individualized, Integrated Language Arts as a Reading Approach with Struggling Readers

机译：阅读理解：个性化，综合性语言艺术的作用，与苦苦挣扎的读者一起阅读

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摘要

This study examined the effects of individualized, integrated language arts as a reading approach on struggling readers'' comprehension scores obtained from oral narrative, silent narrative, and silent expository passages at three levels: below-grade, on-grade, and above-grade levels. Students (N = 93) in grades four through eight, who were reading below grade level, participated in the study. Treatment group students (n = 51) received individualized, integrated language arts as a reading approach once a week in place of basal reading instruction. Comparison group students (n = 42) received basal reading instruction for the duration of the study. Multivariate analysis of covariance was used to analyze posttest Analytical Reading Inventory (ARI) comprehension scores. Several statistically significant (p < .001) differences in comprehension performance were found for on-grade-level scores and for above-grade-level scores, but few differences were found between treatment and comparison groups on below-grade-level scores. All statistically significant differences favored students in the treatment group. The findings of the study strongly suggest that the use of individualized, integrated language arts as a method for teaching reading is an effective approach for improving the reading comprehension performance of struggling readers.
机译：这项研究检查了个性化的综合语言艺术作为阅读方法对挣扎的读者理解能力的影响，这些学习能力是从三个级别的以下级别的口语叙事，无声叙事和无声解说性段落获得的：年级，年级和年级水平。四年级至八年级以下的学生（N = 93）正在阅读低于年级的水平，参加了该研究。治疗组的学生（n = 51）每周接受一次个性化的综合语言艺术作为阅读方法，代替基础阅读指导。在研究期间，比较组学生（n = 42）接受了基础阅读指导。协方差的多元分析用于分析测验后的分析阅读量表（ARI）理解分数。在年级水平和年级水平的分数上，在理解能力上有几个统计学上显着的差异（p <.001），但是在年级水平和较低水平的分数比较中，治疗组和比较组之间的差异很小。所有统计学上显着的差异均有利于治疗组的学生。研究结果强烈表明，使用个性化的综合语言艺术作为阅读教学方法是提高挣扎的阅读者阅读理解能力的有效方法。

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