Testing variations in sublexical units to improve word reading for students with word reading disabilities.

IF 2.1 3区 教育学 Q1 EDUCATION, SPECIAL
Alexis N Boucher, Nathan H Clemens, Sharon Vaughn, Greg Roberts, Marcia A Barnes
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引用次数: 0

Abstract

Word reading disabilities (WRD) represent the most common disability in reading; however, questions remain regarding how to design instruction that results in significant, long-lasting effects on word reading outcomes for individuals who experience considerable difficulties that persist within and beyond primary grades. Two related studies examined effects of variations in targeted sublexical content on word reading efficiency of students in grades 2-4 with WRD. Study 1 addressed effects of instruction and practice targeting complex vs. simple letter units. Study 2 addressed effects of instruction and practice targeting multiple pronunciations of a letter unit vs. standard pronunciations alone. In Study 1, statistically significant differences at posttest on taught ( β = 9.43 , t 56 = 2.32 , p = 0.02 ; g = 0.17 , 95 \% CI [ 0.01 , 0.33 ] ) and untaught β = 8.44 , t 56 = 2.09 , p = 0.04 ; g = 0.15 , 95 \% CI [ - 0.01 , 0.31 ] words included in Aligned Word Lists favored the complex letter unit condition. In Study 2, statistically significant differences at posttest on taught words included in Aligned Word Lists favored the standard pronunciations condition ( β = - 4.15 , t 60 = - 2.04 , p = 0.045 ; g = - 0.18 , 95 \% CI [ - 0.35 , 0.004 ] ) and group differences in average student performance were non-significant on untaught words β = - 0.22 , t 60 = - 0.06 , p = 0.96 ; g = - 0.01 , 95 \% CI - 0.17 , 0.17 . Given the modest sample sizes (N = 64) and amount of instruction provided in each study (i.e., 6 lessons), further research is warranted to better understand the impact of variations in targeted sublexical content on word reading outcomes for students with WRD in grades 2-4.

测试亚词汇单位的变化以提高单词阅读障碍学生的单词阅读能力。
单词阅读障碍(WRD)是最常见的阅读障碍。然而,对于那些经历了相当大的困难的人来说,如何设计教学,对他们的单词阅读结果产生显著的、持久的影响,这些问题仍然存在。两项相关研究考察了目标亚词汇内容的变化对2-4年级WRD学生单词阅读效率的影响。研究1针对复杂和简单字母单元的教学和实践效果。研究2探讨了针对一个字母单元的多种发音的教学和练习与单独的标准发音的效果。研究1中,教学后测差异有统计学意义(β = 9.43, t 56 = 2.32, p = 0.02;g = 0.17, 95% CI[0.01, 0.33])和untaught β = 8.44, t 56 = 2.09, p = 0.04;g = 0.15, 95% CI[- 0.01, 0.31],对齐词表中包含的单词更倾向于复杂字母单元条件。在研究2中,校正词表中包含的教学词在标准发音条件下的后测差异有统计学意义(β = - 4.15, t 60 = - 2.04, p = 0.045;g = - 0.18, 95% CI[- 0.35, 0.004]),非教单词的平均成绩组间差异不显著β = - 0.22, t 60 = - 0.06, p = 0.96;g = - 0.01, 95% CI - 0.17, 0.17。考虑到每次研究的样本量适中(N = 64)和教学量(即6节课),有必要进一步研究以更好地了解目标亚词汇内容的变化对2-4年级WRD学生单词阅读结果的影响。
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来源期刊
Annals of Dyslexia
Annals of Dyslexia Multiple-
CiteScore
4.90
自引率
8.70%
发文量
25
期刊介绍: Annals of Dyslexia is an interdisciplinary, peer-reviewed journal dedicated to the scientific study of dyslexia, its comorbid conditions; and theory-based practices on remediation, and intervention of dyslexia and related areas of written language disorders including spelling, composing and mathematics. Primary consideration for publication is given to original empirical studies, significant review, and well-documented reports of evidence-based effective practices. Only original papers are considered for publication.
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