摘要
本研究采用错误检测法和理解自信度评价法,以错误觉察人数、错误觉察成绩、理解自信度评价成绩、阅读时间和阅读理解成绩为分析指标,探讨了不同年级语文学困生与学优生的阅读理解监控特征。结果发现:(1)语文学困生的阅读理解监控能力明显低于学优生;(2)学生对低难度错误信息的理解监控能力明显高于对高难度错误信息的理解监控;(3)随着年级的增长,学生的阅读理解监控能力也随之提高。
The present paper probed the characteristics of reading comprehension monitoring for the excellent readers and the inefficient readers from different grades by the error detection and the comprehension-confidence-evaluating method. The number of students for error detection, error detection performances, comprehension-confi- dence-evaluating achievements, reading time and the reading comprehension achievements were used as analytical indexes. The results were as follows： 1） Reading comprehension monitoring ability of the inefficient readers was inferior to the excellent readers. 2） Student comprehension monitoring ability for low difficult error information was better than that for high difficulty. 3） Students reading monitoring ability was enhanced with the grade.
出处
《心理与行为研究》
2006年第3期225-229,共5页
Studies of Psychology and Behavior
基金
教育部人文社会科学重点研究基地01JAZJDXLX003
02JAZJDXLX003重大项目
教育部回国人员科研启动基金的资助。
关键词
阅读困难
阅读理解
理解监控
Reading disability, reading comprehension, reading comprehension monitoring.
