3～5年级学习困难学生阅读理解能力评估工具的编制及其信效度分析

张燕; 段弘艳

doi:10.3969/j.issn.1672-4933.2024.03.002

您当前的位置：

首页 >

文章列表页 >

3～5年级学习困难学生阅读理解能力评估工具的编制及其信效度分析

听障儿童阅读与教育 | 更新时间：2024-05-30

- 3～5年级学习困难学生阅读理解能力评估工具的编制及其信效度分析
- Preparation for Reading Comprehension Ability Assessment Tools for Students with Learning Difficulties in Grades 3-5 and Their Reliability and Validity
- 中国听力语言康复科学杂志 2024年22卷第3期页码：230-234
- 作者机构：
  
  1.上海市静安区教育学院上海 200070
  2.上海市静安区特教指导中心上海 200443
- 作者简介：
  
  张燕本科中教高级；研究方向：特教教研，E-mail：1814905389@qq.com
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2024.03.002
  中图分类号： G762
- 纸质出版日期：2024-05-15，
  
  收稿日期：2022-12-26，
- 稿件说明：
移动端阅览
张燕,段弘艳.3～5年级学习困难学生阅读理解能力评估工具的编制及其信效度分析[J].中国听力语言康复科学杂志,2024,22(03):230-234.

ZHANG Yan,DUAN Hong-yan.Preparation for Reading Comprehension Ability Assessment Tools for Students with Learning Difficulties in Grades 3-5 and Their Reliability and Validity[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(03):230-234.
张燕,段弘艳.3～5年级学习困难学生阅读理解能力评估工具的编制及其信效度分析[J].中国听力语言康复科学杂志,2024,22(03):230-234. DOI： 10.3969/j.issn.1672-4933.2024.03.002.

ZHANG Yan,DUAN Hong-yan.Preparation for Reading Comprehension Ability Assessment Tools for Students with Learning Difficulties in Grades 3-5 and Their Reliability and Validity[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(03):230-234. DOI： 10.3969/j.issn.1672-4933.2024.03.002.

摘要

目的

开发并验证3～5年级小学生阅读理解能力标准化评估工具。

方法

基于阅读成分理论模型，结合最新小学语文课程标准，编制3～5年级学习困难学生阅读理解能力评估工具，随机选取1026名被试，对评估工具进行标准化处理。

结果

该工具难度适宜，有良好的区分度和信效度。

结论

该工具使用便捷有效，能成为一线阅读理解教学有效的评估工具。

Abstract

Objective

Develop and validate a standardized assessment tool for reading comprehension ability of primary school students in grades 3-5.

Methods

Based on the theoretical model of reading components and combined with the latest primary school Chinese curriculum standards

this study compiled a reading comprehension ability assessment tool for students with learning difficulties in grades 3-5

and randomly selected 1026 subjects to standardize the assessment tools.

Results

The results showed that the tool had appropriate difficulty

good discrimination and reliability and validity.

Conclusion

The study proves that this tool is convenient and effective to use

and can be an effective evaluation tool for front-line reading comprehension teaching.

关键词

学习困难阅读理解能力评估工具信效度

Keywords

Learning difficultiesReading comprehension abilityAssessment toolsReliability

references

Kirk SA,Bateman B.Diagnosis and remediation of learning disabilities[J]. Exceptional Children, 1963,29(2): 73-78.

孟万金.建立健全学习困难诊断标准与帮扶机制[J].中国特殊教育,2013,(12):65-69.

Shaywitz S. Overcoming dyslexia: A new and complete science-based program for reading problems at any level[M]. New York: Alfred A. Knopf,2003.10.

Collins AA,Compton DL,Lindstrm ER,et al.Performance variations across reading comprehension assessments: examining the unique contributions of text, activity, and reader[J]. Reading and Writing, 2020,33(3): 605-634.

赵丽波,林婉洁,袁姗姗,等.汉语阅读困难儿童的抑制控制能力研究[J].中国特殊教育,2018,(2):38-44.

Gough P, Tunmer W. Decoding reading and reading disability[J]. Remedial and special education, 1986,7:6-10.

曹漱芹,韦小满.3年级汉语阅读障碍学生的诊断及其特征分析——"听力理解－阅读理解差异诊断模式"初探[J].中国特殊教育,2005,(4):71-76.

白丽茹.阅读障碍的"成分模型"检测及亚类型鉴定原理和应[J].中国特殊教育,2008,(9):44-51.

白丽茹.阅读障碍的起源、定义及缺陷研究[J].当代语言学,2013,15(04):466-479,502.

浏览量

139

下载量

CSCD

文章被引用时，请邮件提醒。

提交

工具集

关联资源

暂无数据