向轻度至中度智力障碍儿童教授常见词：教学程序比较

Teaching sight words to children with moderate to mild mental retardation: comparison between instructional procedures.

作者信息

Didden Robert, de Graaff Saskia, Nelemans Mariëlle, Vooren Martijn, Lancioni Giulio

机构信息

Radboud University at Nijmegen, The Netherlands.

出版信息

Am J Ment Retard. 2006 Sep;111(5):357-65. doi: 10.1352/0895-8017(2006)111[357:TSWTCW]2.0.CO;2.

DOI:10.1352/0895-8017(2006)111[357:TSWTCW]2.0.CO;2

PMID:16968144

Abstract

Differential effects of three training procedures to teach sight words to 13 children with moderate to mild mental retardation were investigated in an alternating treatments design. Number of correct responses was assessed during probe sessions in word-alone (word was presented without picture), integrated-picture (word was presented with integrated picture, no fading), and picture-fading (integrated picture was faded out) conditions. Results show that most children learned to identify sight words fastest in the word-alone condition. Effects were largely maintained during follow-up at 2 to 5 weeks after training.

摘要

在交替治疗设计中，研究了三种训练程序对13名轻度至中度智力障碍儿童教授视觉词的不同效果。在单独呈现单词（单词呈现时无图片）、整合图片（单词与整合图片一起呈现，无渐变）和图片渐变（整合图片逐渐消失）条件下的探测环节中，评估正确反应的数量。结果表明，大多数儿童在单独呈现单词的条件下最快学会识别视觉词。在训练后2至5周的随访期间，效果基本保持。