この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/53384
広島大学大学院人間社会科学研究科紀要. 教育学研究 3 号
2022-12-23 発行
高等学校における生徒の学力と学習特性に応じた評論文の読解指導に関する実践的研究
How to teach reading comprehension of critical essays according to students’ academic achievement and learning characteristics in high school
登城 千加
Abstract
An increasing number of students with difficulties in their personal and academic lives are entering high school. However, there has been little research on how to teach high school students with reading challenges according to their academic ability and learning characteristics from the perspective of improving their literacy. As such, we examined how to teach reading comprehension of critical texts to high school students with reading difficulties to enhance their literacy. To implement instruction to support reading comprehension, we created a framework for instruction based on the Multilayer Instruction Model (MIM) and established guidelines for teaching reading comprehension strategies based on the Universal Design for Learning (UDL) guidelines. We designed classes that teach explicit strategies, and I created worksheets with visual support in mind, with a focus on group activities. In addition, I taught a strategy centered on contrastive relationships. Through this practice, many high school students with reading difficulties improved their reading comprehension. However, students with certain learning characteristics did not have a sufficient qualitative improvement in reading comprehension. This may be due to a failure to provide support for their learning style. Based on my results, I can state that it is necessary to further examine how instructions should be provided according to learning characteristics, based on intervention programs in the United States.
About This Article
著者キーワード
High School
Learning Characteristics
Teaching Reading Strategies
Critical Essays
MIM
高等学校
学習特性
読解方略指導
評論文
多層指導モデルMIM
権利情報
Copyright (c) 2022 人間社会科学研究科
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