Effective teaching plays a vital role in promoting student learning across various domains, including reading comprehension which is an indispensable skill for all learners but difficult to master for most. Recent studies have shown that the effectiveness of teaching is context-specific, influenced by both student characteristics and the classroom setting. These variations in effectiveness underscore the differential impact of teaching behaviors across classroom settings, so-called contingency effects. Therefore, this scoping review provides a comprehensive overview of the literature on effective teaching focused on improving reading comprehension outcomes for students with special educational needs (SEN). The primary objective is to identify both general and contingency effects, looking specifically at differences in effective teaching between inclusive, intermediate, and special education settings. Teaching behaviors were categorized according to three dimensions of the Great Teaching Toolkit: creating a supportive environment (CSE), maximizing opportunities to learn (MOL), and activating hard thinking (AHT). In total, 20 studies that met the inclusion criteria were reviewed. Most of these studies examined the effect of multiple teaching behaviors on reading comprehension outcomes of students with learning disabilities ( n = 13) in intermediate settings ( n = 10). Overall, many positive effects were found for teaching behaviors classified within the AHT dimension. However, investigating the effectiveness of CSE and MOL, a more nuanced and mixed picture was identified with some studies indicating nonsignificant effects on reading comprehension. Contingency effects were observed for the AHT dimension, favoring intermediate settings.

中文翻译：

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在包容性、中级和特殊课堂环境中有效地向有特殊教育需求的学生教授阅读理解：范围界定审查


有效的教学在促进学生跨各个领域的学习方面发挥着至关重要的作用，包括阅读理解，这是所有学习者不可或缺的技能，但对大多数人来说很难掌握。最近的研究表明，教学效果因具体情况而异，受到学生特征和课堂环境的影响。这些有效性的差异强调了课堂环境中教学行为的不同影响，即所谓的应急效应。因此，本次范围界定综述全面概述了有效教学的文献，重点是提高有特殊教育需要（SEN）的学生的阅读理解能力。主要目标是确定一般影响和偶发影响，特别关注全纳教育、中等教育和特殊教育环境之间有效教学的差异。教学行为根据伟大教学工具包的三个维度进行分类：创造支持性环境（CSE）、最大化学习机会（MOL）和激活勤奋思考（AHT）。总共审查了 20 项符合纳入标准的研究。这些研究大多数探讨了多种教学行为对中间环境（n = 10）中有学习障碍的学生（n = 13）的阅读理解结果的影响。总体而言，AHT 维度内的教学行为有许多积极的影响。然而，在调查 CSE 和 MOL 的有效性时，我们发现了一个更加微妙和复杂的情况，一些研究表明对阅读理解的影响不显着。观察到 AHT 维度的偶然效应，有利于中间设置。