首页> 外文OA文献 >EFFECTIVENESS OF TASK MOTIVATIONAL INSTRUCTIONS ON REMEDIAL READING STUDENTS: AN ADJUNCT APPROACH
【2h】

EFFECTIVENESS OF TASK MOTIVATIONAL INSTRUCTIONS ON REMEDIAL READING STUDENTS: AN ADJUNCT APPROACH

机译:动机型动机教学对阅读型学生的影响:一种辅助方法

代理获取
本网站仅为用户提供外文OA文献查询和代理获取服务,本网站没有原文。下单后我们将采用程序或人工为您竭诚获取高质量的原文,但由于OA文献来源多样且变更频繁,仍可能出现获取不到、文献不完整或与标题不符等情况,如果获取不到我们将提供退款服务。请知悉。

摘要

This study investigated whether or not the use of specific task motivational instructions, delivered without hypnotic induction, would improve the reading performance of elementary school students reading on a remedial level. The task motivational instructions consisted of two components: fantasy trips and suggestions designed to improve the subject's self-confidence and increase his/her reading performance. Twenty-one students who read on a remedial level, grades two to six, were assigned randomly to one of three experimental groups: Group I (Relaxation plus Task Motivational Instructions), Group II (Task Motivational Instructions only) and Group III (Control). Subjects were seen for one baseline session and six experimental sessions. During baseline and each experimental session, three measures of reading performance (reading comprehension, reading speed, and word recognition) were obtained. A portable EMG system was used to record the forehead muscle tension of each subject. During experimental sessions, Group I received both relaxation training and specific task motivational instructions designed to improve reading performance. Group II received the same specific task motivational instructions, but without the relaxation. Although Group III received neither relaxation training nor task motivational instruction, the subjects in Group III were tested weekly on the three reading measures. The results of the study were as follows: (1) Subjects receiving both relaxation training and task motivational instructions showed (1) a significant increase in reading comprehension scores, (2) a significant increase in the number of words read per second, and (3) no significant increase in word recognition scores. (2) Subjects receiving only task motivational instructions showed (1) a significant increase in reading comprehension scores, (2) a significant increase in the number of words read per second, and (3) no significant increase in word recognition scores. (3) Subjects receiving neither of the experimental treatments showed (1) no significant increase in reading comprehension scores, (2) no significant increase in the number of words read per second, and (3) no significant increase in word recognition scores. (4) Data for all subjects participating in the study showed a significant increase in forehead EMG scores following reading. The results of this study support these conclusions. First, the treatment used resulted in significant increases in reading comprehension and the number of words read per second. Second, children appear to enjoy the treatment activities involving the fantasy trips and the motivational instructions. Third, children do not seem to enjoy the relaxation training method used. Fourth, children who have difficulty reading show greater forehead muscle tension following reading. Fifth, an EMG recording of forehead muscle tension does not appear to be a satisfactory method to measure relaxation in elementary school children. In summary, the results of this study indicate that elementary school children who read on a remedial level appear to increase their reading performance faster when remediation includes task motivational instructions.
机译:这项研究调查了在没有催眠诱导的情况下使用特定的任务动机指导是否会改善小学生在辅导水平上的阅读表现。任务激励性指导包括两个部分:幻想之旅和旨在提高受试者的自信心并提高其阅读性能的建议。 21个阅读水平为2至6年级的学生被随机分配到三个实验组之一:第一组(放松加任务动机说明),第二组(仅任务动机说明)和第三组(对照组) 。观察对象进行了一次基线训练和六个实验训练。在基线和每个实验阶段,获得了三种阅读表现的测量指标(阅读理解,阅读速度和单词识别)。使用便携式EMG系统记录每个受试者的前额肌肉张力。在实验课中,第一组接受了放松训练和旨在提高阅读性能的特定任务激励性指导。第二组收到相同的特定任务激励性指导,但没有放松。尽管第三组既未接受放松训练,也未接受任务激励指导,但第三组的受试者每周都要通过三种阅读方式进行测试。该研究的结果如下:(1)接受放松训练和任务动机指导的受试者显示(1)阅读理解分数显着提高,(2)每秒阅读的单词数显着增加,并且( 3)单词识别分数没有明显增加。 (2)仅接受任务激励性指示的受试者显示(1)阅读理解分数显着提高,(2)每秒阅读的单词数显着增加,以及(3)单词识别分数没有显着提高。 (3)均未接受任何实验处理的受试者显示(1)阅读理解分数没有显着提高;(2)每秒阅读的单词数没有显着增长;(3)单词识别分数没有显着提高。 (4)参加研究的所有受试者的数据显示,阅读后前额EMG得分显着提高。这项研究的结果支持这些结论。首先,所使用的处理方法使阅读理解和每秒阅读的单词数显着增加。其次,孩子们似乎喜欢进行幻想之旅和动机指导等治疗活动。第三,孩子似乎不喜欢使用放松训练方法。第四,阅读困难的儿童在阅读后表现出更大的前额肌肉张力。第五,前额肌张力的肌电图记录似乎不是衡量小学生放松程度的令人满意的方法。总而言之,这项研究的结果表明,在补救措施中包括任务动机指导的情况下,在补救水平上读书的小学生似乎可以更快地提高其阅读性能。

著录项

  • 作者

    McKittrick Mary Thalgott;

  • 作者单位
  • 年度 1981
  • 总页数
  • 原文格式 PDF
  • 正文语种 en_US
  • 中图分类

相似文献

  • 外文文献
  • 中文文献
  • 专利

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号