同时促使难以阅读的读者教授语内同义词
Delanie F Platt1, Tom Cariveau1, Alexandria Brown1
1Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA.
The Analysis of verbal behavior
|July 3, 2023
概括
同时提示有效地教导有阅读失败风险的儿童用口内同义词. 这种方法,经过修改,有助于获取和支持早期识字发展.
科学领域:
- 行为心理学 行为心理学
- 应用行为分析 (ABA)
- 幼儿教育 幼儿教育 幼儿教育
背景情况:
- 同时提示是一种有效的教学策略.
- 它可能会导致比快速延迟程序更快的学习.
- 关于同时提示语内目标的研究是有限的.
研究的目的:
- 为了评估同时提示教学语境内同义词的有效性.
- 评估这种方法在有阅读失败风险的儿童中.
主要方法:
- 同时提示包括在训练期间立即提示的提示.
- 每日探测评估转移到目标条件.
- 在必要时使用基于先例的修改.
主要成果:
- 仅通过同时提示,在12项评估中,就有7项实现了掌握.
- 在剩余的5次评估中,4次成功进行了修改.
- 大多数参与者几乎没有犯错.
结论:
- 同时提示是一种可行的策略,用于教导内口语.
- 它对阅读缺陷的幼儿特别有用.
- 进一步的研究可以探索其在早期识字方面的应用.
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