T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 48 , N o. 6 , pp . 28 2 – 29 2. C op yr ig ht 2 01 6 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 66 50 63 4 Mr. Alexander’s students will be starting a science unit in their firstgrade general education class on insects (known in first-grade playground nomenclature as “bugs”). To help his students prepare for the unit, Mr. Alexander selects an informational text from the core reading program’s booklist to help preteach vocabulary and familiarize students with key concepts they will encounter during the unit. Mr. Alexander knows the text might be difficult for many of his students to read and understand, and he isn’t highly confident about how to use complex, informational text with struggling readers. He does know, however, that using the informational text will provide valuable exposure to content and comprehension strategy practice for his students. By selecting this text from the core reading program’s booklist, he aligns his instruction with the content his students will encounter in the general education classroom.

中文翻译：

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使用朗读帮助有困难的读者访问和理解复杂的信息文本

TEA CH IN GE xcep ti on al Child ren, Vol. 48 号 6，页。28 2 – 29 2. 版权 2 01 6 A ut hor(s) 。DOI: 1 0. 11 77 /0 04 00 59 91 66 50 63 4 亚历山大先生的学生将在一年级关于昆虫的通识教育课程中开设科学单元（在一年级操场术语中称为“虫子”）。为了帮助学生准备单元，亚历山大先生从核心阅读计划的书单中选择了一篇信息性文本，以帮助学生预习词汇并使学生熟悉他们将在单元中遇到的关键概念。Alexander 先生知道，对于他的许多学生来说，阅读和理解文本可能很困难，而且他对如何使用复杂的、信息丰富的文本与困难的读者不太有信心。然而他确实知道，使用信息文本将为他的学生提供宝贵的内容和理解策略练习。通过从核心阅读计划的书单中选择这篇课文，他将他的教学与他的学生将在通识教育课堂中遇到的内容保持一致。