可预测性绘本教学提升低年级听障生阅读理解能力的研究  

A Study on Improving Reading Comprehension Ability of Hearing Impaired Students in the Lower Grades by Predictable Picture Book Teaching

作　　者：李朵 江小英[1] LI Duo;JIANG Xiaoying(Faculty of Education,Southwest University,Chongqing 400715;Luoyang Special Education Center School,Luoyang Henan 471000)

机构地区：[1]西南大学教育学部,重庆400715 [2]洛阳市特殊教育中心学校,河南洛阳471000

出　　处：《现代特殊教育》2021年第20期41-48,共8页Modern Special Education

基　　金：河南省洛阳市2019年度特殊教育专项调研课题“可预测性绘本教学对提升低年级听力障碍学生阅读理解能力的研究”(LYTJKT2019005)的研究成果。

摘　　要：由于听觉信息通道受损,听障生普遍存在语言能力不足、阅读理解能力偏低等问题。可预测性绘本作为一种特定书写形式的高预测性儿童读物,能最大程度地提高儿童对绘本内容的理解和表达,增强儿童的阅读理解能力。研究采用等组前后测实验设计,探讨可预测性绘本教学对于提升低年级听障生阅读理解能力的成效。结果显示,实验组学生阅读理解测验的前后测进步情况优于对照组,表明可预测性绘本教学能够有效提升听障生的阅读理解能力。Due to the impairment of auditory information channels,hearing impaired students generally have insufficient language ability and low reading comprehension ability.As a highly predictive children’s book in a specific writing form,predictable picture books can improve children’s understanding and expression of the content of picture books to the greatest extent and enhance children’s reading comprehension ability.In this study,an equal-group pre and post test experiment was used to explore the effectiveness of predictive picture book teaching in improving reading comprehension of low grade students with hearing impairment.The results show that the experimental group’s progress in pre and post reading comprehension test is better than the control group,indicating that predictable picture book teaching can effectively improve the reading comprehension ability of hearing impaired students.

关 键 词：可预测性绘本 阅读理解 低年级 听障学生 

分 类 号：G762[文化科学—特殊教育学]