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Intensive Reading with Reading Lists—An Intervention Study

机译:阅读清单集中阅读-一项干预研究

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The study aimed to examine how the decoding, for students with decoding difficulties were affected by an intervention with reading lists. A total of 60 students participated in the study, distributed randomly into intervention groups and control groups, one cohort of primary school children and one with junior high school students. Each group included 15 students. The study was conducted as an intervention with with pre- and post-test where the students’ decoding ability were tested. The intervention included 20 occasions of 10 minutes training with reading lists by “Wendick model of intensive reading”. The study also aimed to investigate how the decoding performance of the students in the intervention appeared depending on the age of the students. Therefore, the study was conducted with students from both primary school and high school. The intervention group in primary school showed increased decoding ability compared to the control group at all tests. The results also showed that the intervention with reading lists had had a good influence on young children's development of decoding. In junior high school, the intervention group increased more, or equal, compared to the control group, and the largest increase for the intervention group was on the pseudoword reading test.
机译:这项研究的目的是研究阅读困难对阅读困难学生的解码是如何受到影响的。共有60名学生参加了研究,随机分为干预组和对照组,一组为小学生,另一组为初中。每组包括15名学生。这项研究是在测试前和测试后进行的,旨在测试学生的解码能力。干预措施包括20次10分钟的训练,其中包括“温迪克精读模型”的阅读清单。该研究还旨在调查干预措施中学生的解码性能如何根据学生的年龄而出现。因此,这项研究是针对来自小学和高中的学生进行的。在所有测试中,与对照组相比,小学干预组显示出增强的解码能力。结果还表明,阅读清单的干预对幼儿的解码发展有很好的影响。在初中,与对照组相比,干预组增加或更多,或相等,干预组增加最大的是假单词阅读测试。

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