重复阅读对具有特定学习障碍的成年人阅读流性的影响
Madeline Halkowski1, Richard M Kubina1
1Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA 16801 USA.
Behavior analysis in practice
|July 5, 2024
概括
重复阅读 (RR) 有效地改善了学习障碍的成年人阅读流性. 这种通过电信提供的干预措施显示了持久的收益,是临床医生灵活,节省时间的实践.
科学领域:
- 行为心理学 行为心理学
- 教育心理学教育心理学
- 语音和语言病理学 语言病理学
背景情况:
- 特定的学习障碍可以显著损害阅读流性.
- 需要有效的干预措施来支持成年人阅读技能的发展.
- 电信交付为教育干预提供了灵活的方法.
研究的目的:
- 评估重复阅读 (RR) 对具有特定学习障碍的成年人阅读流性的有效性.
- 为了评估阅读流度随着时间的推移而获得的保留.
- 确定基于电信的RR实现的可行性.
主要方法:
- 使用标准减速图表,采用了交替处理的设计.
- 两名具有特定学习障碍的成年人参与了这项研究.
- 阅读流性是通过电信测量每分钟正确单词 (CWPM).
主要成果:
- 两位参与者都达到预先确定的阅读流性标准.
- 干预后1周,2周和1个月,阅读流利的增长保持在1周,2周和1个月.
- 电信已被证明是提供RR的有效方式.
结论:
- 重复阅读是一种有效的干预措施,可以改善成年人阅读缺陷的阅读流性.
- RR实践是节省时间和灵活安排的.
- 电信是向阅读障碍的成年人提供RR的可行方法.
- 持续的流性增长表明RR是临床医生值得的投资.
相关概念视频
01:25Learning Disabilities
93
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Dyslexia
Dyslexia is a...
93
01:27Language and Cognition
340
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
340
02:01Group Design
8.9K
The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between...
8.9K