文章基本信息

标题：Providing an orientation basis for a young blind reader’s structuring interaction with expository texts
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作者：Kari Kosonen ; Minna Lakkala ; Kai Hakkarainen 等
期刊名称：Outlines. Critical Practice Studies
印刷版ISSN：1904-0237
电子版ISSN：1904-0210
出版年度：2010
卷号：12
期号：1
页码：24-41
语种：English
出版社：University of Copenhagen
摘要：The interventional case-study presented in this report was intended to explore how the use of a conceptual meta-model representing coherent and conceptual relations commonly appearing in expository texts helped a blind reader to use structuring strategies in reading them. The instructional approach designed and tested in the study was based on the key elements of the theory of planned stage-by-stage formation of mental acts and concepts (PSFMAC), introduced by Galperin, and also drew on contemporary approaches in reading comprehension interventions. The participant of the study was a 17-year-old, blind man with semantic and syntactic disorders in his early language development. The results of the study indicate that the use of the developed conceptual meta-model appeared to considerably affect his strategies in structuring the expository text content. During the intervention, the participant started more accurately to take account of some frequent coherent and conceptual, particularly causal, relations that he was previously prone to ignore. He also started more actively to use external speech while reading. The results provide evidence that the developed conceptual meta-model can serve as an external organizer helping a blind reader to actively structure text content.
关键词：Blindness;reading;language development;conceptual meta-model