Irausquin Rosemarie S, Drent Jeanine, Verhoeven Ludo
Department of Special Education, Faculty of Social Sciences, Radboud University Nijmegen, Nijmegen, The Netherlands,
Ann Dyslexia. 2005 Dec;55(2):246-65. doi: 10.1007/s11881-005-0013-8.
The effects of computer-presented automatization exercises in a group of 14 poor readers were assessed in comparison to a matched control group of 14 poor readers that received computer-presented exercises aimed at the use of context for word identification and comprehension. Training took place three sessions a week for 15 minutes per session and lasted about two months in each group. Results showed that the automatization or "speed" group progressed more than the context group in word and text reading efficiency, and the effect transferred to more complex word types than the CVC word type that was presented in the exercises. Both groups progressed to the same extent in accuracy, but the speed group made more progress in speed. No effects were found for reading comprehension. The findings make clear that computer-supported automatization exercises can be effective in reducing reading problems of poor readers in a short period of time. Implications for practice are discussed.
在一组14名阅读能力较差的读者中，评估了计算机呈现的自动化练习的效果，并与另一组14名阅读能力较差的匹配对照组进行了比较，该对照组接受了旨在利用上下文进行单词识别和理解的计算机呈现练习。训练每周进行三次，每次15分钟，每组持续约两个月。结果表明，自动化或“速度”组在单词和文本阅读效率方面比上下文组进步更大，并且这种效果转移到了比练习中呈现的CVC单词类型更复杂的单词类型上。两组在准确性方面的进步程度相同，但速度组在速度方面取得了更大的进步。在阅读理解方面未发现效果。研究结果表明，计算机支持的自动化练习可以在短时间内有效减少阅读能力较差者的阅读问题。文中还讨论了对实践的启示。
