显性解码加频率建构干预对城市小学残疾学生单词阅读流畅性的影响

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2022-12-02 DOI:10.1177/07319487221136279

James D. Stocker, R. Kubina, Emily R. Crumpler, M. Kozloff, Erica Swanton-Derushia

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引用次数: 1

摘要

小学高年级的残疾学生如果阅读能力远低于年级水平，通常需要一对一的强化干预。以下研究考察了显式解码加频率构建干预对辅音-元音-辅音（CVC）单词阅读流利性的影响。参与者是两名三年级学生和一名四年级学生，他们在美国一所城市小学接受特殊教育服务。在干预期间，学生们每天练习5到8分钟，每个单词表练习8到9天。多探针设计对所有三名参与者都表现出了实验效果，在个人单词表、基于课程的评估和基于课程的测量方面都取得了显著进展。

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Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting

Students with disabilities in upper elementary grades who read well below grade level often require one-to-one intensive intervention. The following study examines the effects of a combined explicit decoding plus frequency building intervention on consonant–vowel–consonant (CVC) word reading fluency. Participants were two third-grade students and one fourth-grade student receiving special education services from an urban U.S. elementary school. Delivered during the intervention block, the students practiced 5 to 8 min per day over 8 to 9 days per word list. The multiple probe design demonstrated an experimental effect for all three participants, with significant gains revealed on individual word lists, curriculum-based assessment, and curriculum-based measurement.

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.