Fossett Brenda, Mirenda Pat
Faculty of Education, University of British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.
Res Dev Disabil. 2006 Jul-Aug;27(4):411-29. doi: 10.1016/j.ridd.2005.05.006. Epub 2005 Aug 19.
Numerous instructional techniques have been used to teach sight word reading skills to individuals with developmental disabilities. The results of research incorporating paired associate instruction, in which familiar pictures are paired with unknown print stimuli, suggest that pictures "block" (i.e., interfere with) learners' ability to recognize novel text. On the other hand, there is some evidence that both stimulus fading and picture-to-text matching techniques can be used successfully to teach sight word recognition. The present study used an adapted alternating treatments design (Sindelar, P. T., Rosenberg, M. S., & Wilson, R. J. (1985). An adapted alternating treatments design for instructional research. Education and Treatment of Children, 8, 67-76) to compare paired associate and picture-to-text matching techniques for teaching a small corpus of unknown words to two children with developmental disabilities. Results indicated that the picture-to-text matching condition was more effective than the paired associate condition for developing a small sight word vocabulary. Follow-up data for one participant showed that skills developed using the picture-to-text matching strategy were maintained 4 months after intervention. Further research is necessary to extend these findings, particularly in terms of the development of larger sight word vocabularies and the transition from sight word reading to more conventional reading skills.
众多教学技巧已被用于向发育障碍个体教授视觉词认读技能。纳入配对联想教学的研究结果表明，在配对联想教学中，将熟悉的图片与未知的印刷刺激配对，图片会“阻碍”（即干扰）学习者识别新文本的能力。另一方面，有证据表明，刺激消退和图片与文本匹配技术都可成功用于教授视觉词识别。本研究采用了一种改编的交替治疗设计（辛德lar，P.T.，罗森伯格，M.S.，& 威尔逊，R.J.（1985）。一种用于教学研究的改编交替治疗设计。《儿童教育与治疗》，8，67 - 76），比较配对联想和图片与文本匹配技术，向两名发育障碍儿童教授一小部分未知单词。结果表明，在培养少量视觉词词汇方面，图片与文本匹配条件比配对联想条件更有效。一名参与者的后续数据显示，使用图片与文本匹配策略培养的技能在干预后4个月仍得以保持。有必要进行进一步研究以扩展这些发现，特别是在更大视觉词词汇的发展以及从视觉词认读向更传统阅读技能的过渡方面。
