...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Psychology in the schools >An investigation of listening and listening-while-reading accommodations on reading comprehension levels and rates in students with emotional disorders
【24h】

An investigation of listening and listening-while-reading accommodations on reading comprehension levels and rates in students with emotional disorders

机译：情绪障碍学生的阅读理解和阅读过程中阅读理解水平和阅读率的调查

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Researchers used alternating treatment designs to investigate the effects of listening-while-reading (LWR) and listening interventions on comprehension levels and rates in four middle school students with emotional disorders. During LWR, students were instructed to read passages silently along with experimenters. During the listening condition, we did not give students a printed copy of the passage but merely instructed them to listen as an experimenter read the passages aloud. The control condition consisted of students reading passages silently. After each condition, students answered 10 comprehension questions without referring back to the printed passage. Although neither intervention resulted in comprehension levels consistently superior to those of the silent reading control condition, LWR and listening resulted in higher rates of comprehension than the silent reading control condition across all four students. However, listening appeared to improve reading comprehension rates in only two students. These results suggest that LWR may be an efficient procedure for enhancing comprehension across content areas with groups of students who have heterogeneous reading skills. The discussion focuses on future applied research with students with disabilities. (C) 2005 Wiley Periodicals, Inc.
机译：研究人员使用交替治疗设计来研究四名情感障碍中学生的边听边听（LWR）和听力干预对理解水平和比率的影响。在LWR期间，学生被指示与实验人员一起静默阅读文章。在聆听期间，我们没有给学生打印段落的副本，而只是指示他们聆听实验者大声朗读段落的内容。控制条件包括学生默读段落。在每种情况下，学生都会回答10个理解问题，而不必回头看印刷部分。尽管这两种干预都不会导致其理解水平始终优于无声阅读控制条件，但在所有四个学生中，LWR和听力均比无声阅读控制条件的理解率更高。但是，听力似乎只能提高两名学生的阅读理解率。这些结果表明，LWR可能是提高具有异类阅读技能的学生群体对内容区域的理解的有效程序。讨论的重点是残疾学生将来的应用研究。 （C）2005 Wiley期刊公司

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号