重复阅读干预对中学生有阅读困难和残疾的口语阅读流性的影响

相关实验视频

Updated: Jan 13, 2026

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Kristie Calvin¹, Lindsay Ellis Lee², Christy Austin³

¹East Tennessee State University, Johnson City, USA.

Journal of learning disabilities

|January 8, 2026

概括

重复的阅读干预,包括预览单词和模拟流性,可以改善阅读障碍的中学学生的口语阅读流性. 这种方法弥合了解码和理解,以获得更好的识字技能.

科学领域:

教育教育教育教育教育教育.
心理学心理学心理学
语言学的语言学.

背景情况:

阅读流对于理解至关重要,但许多中学生仍在努力.
熟练阅读和功能性识字水平对一些人来说仍然难以捉摸,即使有干预措施.

研究的目的:

调查两次重复阅读干预对青少年口语阅读流性的影响.
评估面临阅读障碍或阅读障碍风险的学生的干预措施.

主要方法:

6至8年级的68名学生参加了重复阅读加或静音重复阅读.
使用了分层的残余变化回归和多层次分析.
共变量包括年级水平和特殊教育地位.

主要成果:

包含特定组件的重复阅读干预措施显示出积极的影响.
口头阅读流性 (每分钟正确的单词) 是主要的结果指标.

结论:

通过预览,建模,伴侣阅读和理解检查的重复阅读干预,支持中学生的口语阅读流性.
这些方法对阅读困难和残疾的学生有好处.

关键词:

处于危险状态/预防学习障碍学习障碍是什么阅读流性阅读流性

更多相关视频

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

相关概念视频

Learning Disabilities

Learning Disabilities

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...

Group Design

Group Design

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...