The science of reading emphasizes explicit skills‐based reading instruction to support students’ reading acquisition. Yet, despite ample evidence of support, some students do not respond to such instruction adequately. To characterize why some students are not responsive to evidence‐based reading instruction and to inform the development of novel instructional approaches for improving responsiveness, cross‐disciplinary perspectives on cognitive and academic development are important. Based on the cognitive–academic bidirectional theory, on cognitive training transfer theory, and on various working memory–reading models, the authors propose a cognitive element model of reading instruction that provides a novel framework for considering how to embed supports for cognitive processes within evidence‐based reading instruction. Specifically, the element model emphasizes building reading fluency and comprehension/knowledge with explicit instruction. Working memory should not be considered a domain‐general construct in working memory training that aims to produce far‐transfer effects on reading outcomes. Instead of looking for far‐transfer effects, we should make outcomes (i.e., reading) near‐transfer tasks such that working memory training should be domain (material) specific, task paradigm specific, and strategy specific and assimilated within existing skill‐based reading activities. The authors review intervention studies with rigorous methodology and show promising effects of this framework. With the element model, the authors provide a foundation for considering how one can use extant knowledge of evidence‐based reading instruction together with knowledge of related skills in other domains (e.g., cognitive psychology) to maximize the efficacy of reading instruction for all students.

中文翻译：

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阅读教学的认知要素模型

阅读科学强调明确的基于技能的阅读指导，以支持学生的阅读习得。然而，尽管有足够的证据支持，但一些学生仍未对这样的指导做出足够的回应。为了表征为什么某些学生对基于证据的阅读教学没有反应，并为改进响应能力的新型教学方法的发展提供信息，关于认知和学术发展的跨学科观点非常重要。基于认知-学术双向理论，认知训练转移理论以及各种工作记忆-阅读模型，作者提出了阅读教学的认知要素模型，为考虑如何在证据中嵌入对认知过程的支持提供了一个新颖的框架。基于阅读的指令。特别，元素模型强调通过明确的指导来建立阅读流利度和理解/知识。工作记忆不应被认为是旨在对阅读结果产生远距离转移影响的工作记忆训练中的领域通用结构。而不是寻找远距离转移的影响，我们应该使结果（即阅读）接近转移的任务，使得工作记忆训练应该针对特定领域（物质），特定任务范式和特定策略，并在现有基于技能的阅读中被吸收活动。作者使用严格的方法回顾了干预研究，并显示了该框架的可喜效果。使用元素模型