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アイテム
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
https://doi.org/10.15027/53384
https://doi.org/10.15027/53384026e631f-ab9f-4889-9417-ef9def1c5759
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
BullGradSchHumanitSocSciHUStuEdu_3_101.pdf (9.9 MB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-18 | |||||||||
| タイトル | ||||||||||
| タイトル | 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 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | How to teach reading comprehension of critical essays according to students’ academic achievement and learning characteristics in high school | |||||||||
| 言語 | en | |||||||||
| 作成者 |
登城, 千加
× 登城, 千加
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| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 権利情報 | ||||||||||
| 権利情報 | Copyright (c) 2022 人間社会科学研究科 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | High School | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Learning Characteristics | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Teaching Reading Strategies | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Critical Essays | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | MIM | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 高等学校 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 学習特性 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 読解方略指導 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 評論文 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 多層指導モデルMIM | |||||||||
| 内容記述 | ||||||||||
| 内容記述 | 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. | |||||||||
| 言語 | en | |||||||||
| 出版者 | ||||||||||
| 出版者 | 広島大学大学院人間社会科学研究科 | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.15027/53384 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 2436-0333 | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA12909086 | |||||||||
| 開始ページ | ||||||||||
| 開始ページ | 101 | |||||||||
| 書誌情報 |
広島大学大学院人間社会科学研究科紀要. 教育学研究 Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education 号 3, p. 101-110, 発行日 2022-12-23 |
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| 旧ID | 53384 | |||||||||
