Recently, there has been growing concern about how to most effectively support the literacy development of beginning and struggling readers with regard to helping them learn to effortlessly identify the huge number of words that proficient readers ultimately learn to read with automaticity. Some, noting the critical importance of phonics instruction in learning to read in an alphabetic writing system, take the position that students should attend only to alphabetic information in word‐solving attempts. However, long‐standing theories of the development of word‐reading skills support the value of teaching students to use both alphabetic and contextual information in word solving in interactive and confirmatory ways. The authors summarize 25 years of research in which beginning and struggling readers were taught to use both code‐ and meaning/context‐based strategies for word solving and were provided with explicit, responsive instruction focused on the alphabetic code. The authors present brief summaries of theoretical explanations of the word‐learning process. Then, the authors summarize six experimental studies that, together, included students in kindergarten through fourth grade and involved the implementation of the Interactive Strategies Approach in the primary grades and an extension of the approach with middle elementary students with reading difficulties. The studies resulted in substantially improved reading outcomes among treatment versus business‐as‐usual groups. The authors contend that using both phonics‐ and context‐based information facilitates the ability to build sight vocabulary, which in turn enables readers to turn their attention to the most important goal of literacy learning: meaning construction.

中文翻译：

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使用语境辅助解词：25 年交互策略方法研究的贡献

最近，人们越来越关注如何最有效地支持初级和有困难的读者的读写能力发展，以帮助他们学会毫不费力地识别大量单词，熟练的读者最终学会自动阅读。一些人注意到语音教学在学习使用字母书写系统阅读时的重要性，他们认为学生在尝试解词时应该只注意字母信息。然而，长期存在的单词阅读技能发展理论支持教学生以交互和确认的方式在单词解决中使用字母和上下文信息的价值。作者总结了 25 年的研究，在这些研究中，初级和有困难的读者被教导使用基于代码和基于意义/上下文的策略来解决单词问题，并获得了专注于字母代码的明确、响应式的指导。作者简要总结了单词学习过程的理论解释。然后，作者总结了六项实验研究，这些研究一起包括从幼儿园到四年级的学生，并涉及在小学年级实施互动策略方法以及将方法扩展到有阅读困难的中小学生。这些研究显着改善了治疗组与一切照旧组的阅读结果。