Georgia State University, Atlanta, GA, USA.
Ann Dyslexia. 2010 Jun;60(1):57-85. doi: 10.1007/s11881-009-0033-x. Epub 2010 Jan 20.
The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional reading components (phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program to increase sensitivity to instruction for middle school students with reading disabilities (RD). Three different modules (Alternating, Integrated, and Additive) of the Reading Achievement Multi-Modular Program were implemented with 90 middle school (sixth to eighth grades) students with reading disabilities. Instruction occurred 45 min a day, 5 days a week, for 26 weeks, for approximately 97 h of remedial reading instruction. To assess gains, reading subtests of the Woodcock Johnson-III, the Gray Silent Reading Test, and Oral Reading Fluency passages were administered. Results showed that students in the Additive module outperformed students in the Alternating and Integrated modules on phonological decoding and spelling and students in the Integrated module on comprehension skills. Findings for the two oral reading fluency measures demonstrated a differential pattern of results across modules. Results are discussed in regards to the effect of the organization of each module on the responsiveness of middle school students with RD to instruction.
本研究的主要目的是探讨在补救性阅读计划中组织个别教学阅读成分（语音解码、拼写、流畅度和阅读理解）的方法是否更有益，以提高对中学阅读障碍（RD）学生的教学敏感性。采用阅读成就多模块计划的三种不同模块（交替、综合和附加）对 90 名中学（六至八年级）阅读障碍学生进行了教学。每天 45 分钟，每周 5 天，持续 26 周，大约有 97 小时的补救性阅读教学。为了评估收益，进行了 Woodcock Johnson-III 的阅读子测试、Gray 默读测试和口语阅读流畅性段落。结果表明，附加模块的学生在语音解码和拼写方面的表现优于交替模块和综合模块的学生，而在阅读理解技能方面则优于综合模块的学生。这两个口语阅读流利性测试的结果表明，在模块之间存在不同的结果模式。研究结果结合了每个模块的组织对中学 RD 学生对教学的反应性的影响进行了讨论。
