对残疾儿童进行阅读教学的两种方法:项目设计有影响吗?

IF 2.2 3区教育学 Q1 EDUCATION, SPECIAL

Exceptional Children Pub Date : 1993-02-01 DOI:10.1177/001440299305900404

R E O'Connor, J R Jenkins, K N Cole, P E Mills

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引用次数: 32

摘要

本研究考察了项目设计变化对阅读成绩的影响，并检验了Distar reading Mastery (Engelmann & Bruner, 1988b)对弱势儿童的影响可以推广到残疾儿童的假设。我们对81名过渡幼儿园特殊教育班的儿童进行了两种综合自然拼读方案的效果进行了比较，即直接指导(DI)阅读掌握I和II和Addison Wesley's Meet the Superkids and the Superkids' Club (Rowland, 1982a, 1982b)。无论是在治疗年结束时，还是在1年后的随访测试中，教学计划都没有明显的成就差异。然而，在取得进步的孩子中，DI组的阅读能力有了更大的提高。

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Two approaches to reading instruction with children with disabilities: does program design make a difference?

This study examined the effects on reading achievement of variation in program design and tested the hypothesis this Distar Reading Mastery's (Engelmann & Bruner, 1988b) demonstrated effects with disadvantaged children in Project Follow Through can be generalized to children with disabilities. We compared the effects of two synthetic phonics reading programs, Direct Instruction (DI) Reading Mastery I and II and Addison Wesley's Meet the Superkids and The Superkids' Club, (Rowland, 1982a, 1982b) for 81 children in transitional kindergarten special education classes. No significant achievement differences were evident for the instructional program either at the end of the treatment year, or on follow-up testing 1 year later. However, among children who made advanced progress, the DI group showed larger reading gains.

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来源期刊

Exceptional Children Multiple-

CiteScore

5.90

自引率

14.30%

发文量

期刊介绍： Exceptional Children, an official journal of The Council for Exceptional Children, publishes original research and analyses that focus on the education and development of exceptional infants, toddlers, children, youth, and adults. This includes descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, policy analyses, and registered reports. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.