请高手帮忙翻译一下这几段文字，万分感谢！

The data demonstrate that there is a change across the grades in how the children use their background knowledge to make meaning from the text. We need to understand what this means about reading and language learning. One theory that provides us with a framework for understanding reading comprehension is the Constructivist theory as described by Kintsch and Van Dijk (1978) as a model of discourse comprehension. Although the theory has gone through a number of permutations, there are several assumptions in constructivism that help us to interpret the data. First, the theory assumes that meaning or knowledge is constructed in the mind of the reader, and this construction is an active process. We would add that the conscious use of the strategies of Elaboration, Inferencing, and Prediction we observed in the children is part of that active process. The theory also assumes that the reader generally forms a representation in his or her mind of the meaning of the text that is partly based on information in the text and partly on the reader's background information. Kintsch calls this the "situational model." The reader seeks coherence in his/her situational models; that is, the models need to make sense. Situational models are made up of two kinds of structures in our minds: macrostructures and microstructures (more general ideas about the text vs. details). You can think of the situational model as if it were a house, the macrostructures would be the foundation and the microstructures would be the bricks or boards.
The data, interpreted within the framework of the constructivist model of reading comprehension, suggest that the youngest children focus more on the microstructures of a story, that is, more on the details than on the overall structure or plot. They relate their background knowledge to information in the story, but they (at least the less effective learners) tend to use logical inferences less than older children to build a situational model that goes beyond the information given. The older children (and more effective younger children) use elaborations, but they also build models in their minds that go beyond the specific information in the text, using logical inferences based on their background knowledge. This allows them to build larger, more complex mental models of the meaning of the text. The older children also use the specific inferencing strategy of Prediction. On the basis of their mental representation of the meaning of the text, and on the basis of their background knowledge, they make inferences about what will happen in the "future" in the text. In order to do this, it is necessary to have a good, coherent grasp of the macrostructures that determine the shape of the current situational model. Younger children may not develop macrostructures that can support predictions.
请不要用机器翻译。

统计数据显示，有改变两岸等级如何子女利用自己的背景知识，使意义，从文本。首先我们要明白这意味着什么关于阅读和语言学习。有一种理论认为，为我们提供了一个框架，为理解阅读理解是建构主义理论所描述的克印赤和Van dijk （ 1978 ） ，作为示范语篇理解。虽然理论已经历了若干种排列，有几个假设，在建构主义帮助我们解释这些数据。第一，理论假设的意义或知识是建造在他心中的读者，而这方面的建设是一个积极的进程。我们想补充一点，就是有意识地使用该策略的拟订，推论，预测，我们观察到在儿童部分，即活动过程。该理论还假定读者普遍形成了一个代表他或她心目中的涵义的文字，部分是基于对信息在正文部分是对读者的背景资料。克印赤称这是"情境模式" 。读者寻求一致性，他/她的情境模式，即是该模式需要不通的。情境模式，是由各2种结构，在我们的脑海中：宏观和微观结构（更普遍的模糊认识，对文本的细节） 。你能想到的情境模式，如果是一所房子，宏观将成为基金会和微观结构，将用砖头或议会。
数据解读联委会框架下成立建构模型，阅读理解，建议年龄最小的孩子更多地侧重于微观结构的一个故事，那就是更多的细节比对整体结构或阴谋。他们与他们的背景知识，信息在故事，但他们（至少不那么有效的学习者）倾向于使用逻辑推理少于年龄较大的儿童，以建立一个情景模式，超越了信息。年纪较大的儿童（和更有效的年幼儿童）使用交待，但他们还建立模型，在他们的心目中认定的超越具体的信息，在文本中，用合乎逻辑的推论是根据他们的背景知识。这使得它们能够建立更大，更复杂的心智模式的意义，这个文本。较年长的儿童还用具体的推论策略的预测。在此基础上，他们的心理表征的意义，文本，并根据他们的背景知识，他们作出的推论，将来会发生什么，在"未来"在文本中。为了做到这一点，必须有一个良好的，一致的，掌握了宏观确定的形状目前的情境模式。年幼的儿童不得发展宏观构造，可以支持的预言。

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