ABSTRACT

This study examined the effects of a small group intervention targeting paraphrasing and text structure instruction on the main idea generation and reading comprehension of students with reading disabilities in Grades 4 and 5. Students (N = 62) were randomly assigned to receive the Tier 2-type intervention or business-as-usual instruction. Students in the intervention received 25, 40-minute lessons focused on paraphrasing sections of text by identifying the main topic and the most important idea about that topic. Students utilized the text structure organization to inform their main idea generation. Results yielded statistically significant, positive effects in favor of the intervention group on near-transfer and mid-transfer measures of text structure identification (g = 0.75) and main idea generation (g = 0.70), but no statistically significant effect on a far-transfer measure of reading comprehension. These findings provide initial support for utilizing this instruction to improve students’ main idea generation on taught and untaught structures.

摘要

这项研究研究了针对释义和文本结构指导的小组干预对4年级和5年级阅读障碍学生的主要思想产生和阅读理解的影响。将学生（N = 62）随机分配为接受2级输入干预措施或常规操作说明。参与干预的学生通过识别主要主题和关于该主题的最重要主意，接受了25、40分钟的课程，着重解释了各节文字。学生利用文本结构组织来告知他们的主要思想产生。结果产生了统计学上显着的积极影响，有利于干预组对文本结构识别的近距离传输和中间传输进行测量（g= 0.75）和主要思想产生（g = 0.70），但对远距离阅读理解没有统计学意义的影响。这些发现为利用该指导提高学生在教学和未学习结构上的主要思想生成提供了初步的支持。