Abstract

The 2017 National Assessment of Education Progress (NAEP) findings indicate that only 37% of the nation’s twelfth graders are at or above proficiency in reading and the average reading score for students with disabilities is under the basic skill level. Consequently, high school teachers are faced with developing targeted interventions to address their limited reading skills. An effective response may be to enhance students’ visualization as they read and interact with text, motivating them to make meaning. Students with high incidence disabilities (e.g., attention deficits, learning disabilities) can often be confused by text structure and experience difficulty creating mental images in order to engage with the text. Additionally, it is difficult to motivate reluctant readers to read texts without pictures. Based on the facets of transactional theory and dual coding theory, this descriptive pilot study explored promoting visualization in order to increase reading comprehension in students with disabilities. In a three-week intervention, ten high school students with high incidence disabilities learned to identify seven elements of a screenplay in various movies. They were guided in identifying the visual features in the movies that corresponded with each element. They subsequently practiced using mental imagery, to identify the same elements in literature of increasing complexity using plot diagrams. Findings indicated students visualized more and were able to identify elements within the text structure. Comprehension results were mixed, based on response format. Implications for reading comprehension are discussed.

摘要

2017 年全国教育进步评估 (NAEP) 调查结果表明，全国 12 年级学生中只有 37% 达到或超过阅读能力，残疾学生的平均阅读成绩低于基本技能水平。因此，高中教师面临着制定有针对性的干预措施，以解决他们有限的阅读技能。一个有效的反应可能是在学生阅读和与文本互动时增强他们的形象化，激励他们去理解。患有高发障碍（例如注意力缺陷、学习障碍）的学生经常会被文本结构所迷惑，并且在创造心理图像以与文本互动时遇到困难。此外，很难激励不情愿的读者阅读没有图片的文本。基于交易理论和双重编码理论的各个方面，这项描述性试点研究探索了促进可视化以提高残疾学生的阅读理解能力。在为期三周的干预中，十名残疾高发高中学生学会了识别各种电影剧本的七个要素。他们被引导识别与每个元素对应的电影中的视觉特征。随后，他们练习使用心理意象，使用情节图在复杂性不断增加的文献中识别相同的元素。结果表明学生可视化了更多，并且能够识别文本结构中的元素。基于响应格式，理解结果喜忧参半。讨论了对阅读理解的影响。这项描述性试点研究探讨了促进可视化以提高残疾学生的阅读理解能力。在为期三周的干预中，十名残疾高发高中学生学会了识别各种电影剧本的七个要素。他们被引导识别与每个元素对应的电影中的视觉特征。随后，他们练习使用心理意象，使用情节图在复杂性不断增加的文献中识别相同的元素。结果表明学生可视化了更多，并且能够识别文本结构中的元素。基于响应格式，理解结果喜忧参半。讨论了对阅读理解的影响。这项描述性试点研究探讨了促进可视化以提高残疾学生的阅读理解能力。在为期三周的干预中，十名残疾高发高中学生学会了识别各种电影剧本的七个要素。他们被引导识别与每个元素对应的电影中的视觉特征。随后，他们练习使用心理意象，使用情节图在复杂性不断增加的文献中识别相同的元素。结果表明学生可视化了更多，并且能够识别文本结构中的元素。基于响应格式，理解结果喜忧参半。讨论了对阅读理解的影响。