University of California-Riverside, Graduate School of Education, Riverside, CA 92521, USA.
J Learn Disabil. 2009 Nov-Dec;42(6):548-75. doi: 10.1177/0022219409338742. Epub 2009 Sep 10.
The authors investigated whether practice in reading fluency had a causal influence on the relationship between working memory (WM) and text comprehension for 155 students in Grades 2 and 4 who were poor or average readers. Dysfluent readers were randomly assigned to repeated reading or continuous reading practice conditions and compared with untreated dysfluent and fluent readers on posttest measures of fluency, word identification, vocabulary, and reading comprehension. Three main findings emerged: (a) The influence of WM on text comprehension was not related to fluency training, (b) dysfluent readers in the continuous-reading condition had higher posttest scores than dysfluent readers in the other conditions on measures of text comprehension but not on vocabulary, and (c) individual differences in WM better predicted posttest comprehension performance than word-attack skills. In general, the results suggested that although continuous reading increased comprehension, fluency practice did not compensate for WM demands. The results were interpreted within a model that viewed reading comprehension processes as competing for a limited supply of WM resources that operate independent of fluency.
作者研究了阅读流畅性练习是否对工作记忆 (WM) 和文本理解之间的关系有因果影响，研究对象为 155 名 2 年级和 4 年级的阅读能力较差或一般的学生，他们中有些是不流畅读者。不流畅读者被随机分配到重复阅读或连续阅读练习条件中，并与未经处理的不流畅和流畅读者进行流畅性、单词识别、词汇和阅读理解的后测比较。主要有三个发现：(a) WM 对文本理解的影响与流畅性训练无关，(b)连续阅读条件下的不流畅读者在文本理解方面的后测得分高于其他条件下的不流畅读者，但在词汇方面的得分则不然，(c)WM 的个体差异比词汇技能更能预测后测阅读理解成绩。总的来说，结果表明，尽管连续阅读提高了理解能力，但流畅性练习并不能弥补 WM 的需求。结果在一个模型中进行了解释，该模型将阅读理解过程视为争夺有限的 WM 资源供应的竞争，而这些资源与流畅性无关。
