特殊儿童阅读研究和实践的启示  

The Enlightenment of Research and Practice on Reading for Children with Disability

作　　者：江小英 罗应兰 沈剑娜[3] JIANG Xiao-ying;LUO Ying-lan;SHEN Jian-na

机构地区：[1]西南大学教育学部特殊教育学院,重庆400715 [2]深圳市南山区龙苑学校,深圳518000 [3]重庆市教育科学研究院,重庆400015

出　　处：《中国听力语言康复科学杂志》2024年第3期225-229,共5页Chinese Scientific Journal of Hearing and Speech Rehabilitation

基　　金：深圳市爱阅公益基金会资助项目(20211202)。

摘　　要：本文介绍了20世纪80年代以来世界3项影响深远的经典研究,即“三千万词汇鸿沟“”触手可读”项目和对话式阅读研究的背景、研究成果和影响,阐述了这些研究对特殊儿童阅读研究和实践的启示:阅读构建丰富的早期语言环境、提供0岁起步的阅读指导和开展对话式阅读有效提升阅读质量。This paper introduces three influential classic research projects since the 1980s,Thirty Million Word Gap,Reach out and Read and dialogic reading,including their backgrounds,main research findings,and impacts.It elaborates on the implications from these research projects for the research and practices of reading for children with disability:building a rich early language environment through reading,providing reading guidance from birth,and conducting dialogic reading to effectively improve reading quality.

关 键 词：“三千万词汇鸿沟” 触手可读 对话式阅读 特殊儿童 

分 类 号：G762[文化科学—特殊教育学]