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Promoting Generalization of Reading: A Comparison of Two Fluency-Based Interventions for Improving General Education Student’s Oral Reading Rate

机译:促进阅读的泛化:两种基于流利度的干预措施的比较,以提高通识教育学生的口语阅读率

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摘要

The generalization effects of empirically-supported fluency-based reading interventions have been largely ignored. The purpose of this study was to evaluate the effects of two fluency-based reading interventions, Repeated Readings and Multiple Exemplars, on elementary-aged children’s immediate and generalized oral reading fluency rate. Using a within-subjects group design, a total of 42 second (n = 25) and fourth (n = 17) grade general education students were administered both interventions and their generalized responding to passages containing high word and medium word overlap was assessed. Results indicated that children’s oral fluency on intervention passages was significantly greater during the Repeated Readings intervention. However, children’s oral reading fluency on generalization passages containing medium word overlap was significantly greater following the Multiple Exemplars intervention. This difference was however possibly due to the Multiple Exemplar medium word overlap passage being easier for students to read. No significant differences between the two interventions were observed in children’s oral reading fluency on generalization passages containing high word overlap. Implications and limitations of the study are discussed in relation to improving students’ reading fluency on generalization passages.
机译:经验支持的基于流利度的阅读干预的普遍影响已被大大忽略。这项研究的目的是评估两种基于流利度的阅读干预措施(重复阅读和多种范例)对基本年龄儿童即刻和广义口腔阅读流利度的影响。使用受试者内部小组设计,对总共42位第二(n = 25)和四年级(n = 17)的通识教育学生进行了两种干预,并评估了他们对包含高单词和中单词重叠的段落的普遍反应。结果表明,在重复阅读干预过程中,儿童在干预过程中的口语流利性明显更高。但是,在“多种范例”的干预下,儿童在中等单词重叠的泛化段落上的口语阅读流利性明显提高。但是,这种差异可能是由于多示例中单词重叠段落使学生更容易阅读。两种干预措施的儿童在口头阅读流利度高,单词重叠程度高的概括文章中没有发现显着差异。讨论了该研究的含义和局限性,以提高学生对泛化文章的阅读流利度。

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