残疾儿童亲子阅读干预研究综述  

Literature Review of Parent-Child Reading Intervention for Children With Disabilities

作　　者：孙蕴轩 胡晓毅[2] SUN Yunxuan;HU Xiaoyi(Institute of Special Education,Beijing Normal University,Beijing 100875;Educational Research Center of Children With Autism,Faculty of Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学特殊教育学院,北京100875 [2]北京师范大学教育学部孤独症儿童教育研究中心,北京100875

出　　处：《现代特殊教育》2022年第16期17-23,共7页Modern Special Education

基　　金：北京正在关怀科技有限公司横向课题“基于交互设计(沉浸式互动教学空间)的社交情绪课程开发研究”(SKHX2020595)的阶段性成果。

摘　　要：我国残疾儿童少年义务教育入学率不断提升,语文学习成为重中之重。家庭教育是学校教育的延伸,亲子阅读是依托家庭教育进行语文学习的有效途径。对13篇国外残疾儿童亲子阅读干预研究文献的分析发现,常见的亲子阅读策略包括提问、停顿或延迟、直接教学等单一策略,以及孤独症儿童语言学习阅读技术、自然阅读教学、阅读技巧、回合式阅读技术等综合策略。未来应丰富本土化研究,加强家长培训,促进我国残疾儿童亲子阅读研究和实践发展。The enrolment rate of disabled children and adolescents in compulsory education in China has been increasing, and Chinese learning has become a top priority. Family education is an extension of school education, and parent-child reading is an effective way to carry out Chinese learning in family education. The analysis of 13 foreign literature on parent-child reading intervention for children with disabilities finds that the common parent-child reading strategies include single strategies such as questioning, pause or delay, direct teaching, and comprehensive strategies such as language learning and reading techniques, natural reading teaching, reading skills, and turn-based reading techniques for children with autism. In the future, it should enrich the localization researches, strengthen the training of parents, and promote the research and practice development of parent-child reading for disabled children in China.

关 键 词：残疾儿童 亲子阅读 干预策略 研究综述 

分 类 号：G760[文化科学—特殊教育学]