通过混合辅导来提高特殊教育教师的阅读流利指导:单一案例设计研究
Orhan Çakıroğlu1, Şenay Delimehmet Dada2
1Department of Special Education, Trabzon University, Trabzon, Türkiye.
Journal of autism and developmental disorders
|January 10, 2026
概括
混合辅导显著提高了特殊教育教师的教学准确性和学生的阅读流性. 这种结构化指导方法提高了特殊教育的教学技能和学生的成绩.
科学领域:
- 特殊教育 特殊教育
- 教师专业发展教师专业发展
- 识字指导 识字指导 识字指导
背景情况:
- 辅导越来越多地被用来提高服务教师的教学技能.
- 有限的研究存在于教练对教学忠实性和学生阅读成果的影响.
- 本研究探讨了研究混合辅导在特殊教育中的影响的必要性.
研究的目的:
- 调查混合辅导对服务特殊教育教师教学准确性的影响.
- 评估混合辅导对智力障碍中学生阅读流性的影响.
- 评估一个集成结构化指导和绩效反的辅导模式的有效性.
主要方法:
- 采用了一个单一的多个探头设计.
- 四名特殊教育教师和四名智力障碍的中学生参加了这次活动.
- 数据收集包括直接观察,检查清单和阅读流性评估,通过视觉分析和Tau-U进行分析.
主要成果:
- 幼儿园教师实现了100%的教学准确性,在所有测试中保持稳定.
- 学生表现出显著的阅读流性增长,每分钟正确单词 (CWPM) 增加了20-50%.
- 幼儿园教师报告高满意度,增加了信心和能力.
结论:
- 混合辅导,特别是结构化指导,证明非常有效.
- 辅导组件共同有助于提高教师和学生的成绩.
- 研究结果支持混合辅导作为一种可推广和可持续的模式,用于提高智力障碍学生的教学忠实性和阅读流性.
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