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Frederick J. Morrison 《Developmental Review》1984,4(1):36-47
Traditional explanations of reading disability (e.g., perceptual, memory, and phonetic receding deficits) have encountered logical difficulties and substantial empirical disconfirmation. An alternative conceptualization of the nature of reading disability is proposed. Disabled readers are hypothesized to suffer a fundamental problem in acquiring word knowledge and word processing skills. Poor decoding skills prevent them from developing sophisticated reading comprehension skills. From this perspective, the cognitive deficits of disabled readers result from failure to acquire and generalize complex processing skills originally mastered through reading experience. Recent research of the author and of others relating to these issues is discussed. 相似文献
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Robert C. Schreiner 《Behavior research methods》1978,10(6):865-866
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Fifty‐six sixth‐grade students were randomly assigned to four instructional groups. These groups were defined by crossing two levels of instruction, organizational and traditional, with two levels of text type, expository and narrative. After four days of instruction the members of each group were randomly assigned to the eight testing conditions which were defined by three factors, instruction (organizational, traditional), text type (narrative or expository), organization (intact, scrambled). Students read passages, answered multiple choice questions, and wrote summaries of the passage. Results indicated that the students who received the organizational instruction wrote better summaries than students who received traditional instruction. 相似文献
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Directives and Norms Alf Ross International Library of Philosophy and Scientific Method New York: Humanities Press, 1968 Pp. 188, $6.50 相似文献
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Frederick J. Wertz 《Humanistic Psychologist》2013,41(1-3):88-118
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