Kuder S J
Department of Special Educational Services/Instruction, Glassboro State College, New Jersey.
J Learn Disabil. 1991 Feb;24(2):124-7. doi: 10.1177/002221949102400210.
Direct instruction reading programs have been found to be a successful way to teach reading to many, but not all, students with learning disabilities. This study investigated whether reading improvement for students with learning disabilities receiving reading instruction through a direct instruction reading program might be related to their language abilities. The reading progress of 26 students (19 male, 7 female), 7 to 10 years old, was measured over 2 years. In addition, phonological and syntactic abilities were assessed. The results indicated that phonological ability was related to progress in word attack skills and that syntactic ability was related to improvement in comprehension skills. These results have implications for the reading instruction of students with learning disabilities.
直接教学阅读项目已被发现是一种成功的方式，可用于教授许多（但并非所有）有学习障碍的学生阅读。本研究调查了通过直接教学阅读项目接受阅读教学的有学习障碍的学生，其阅读能力的提高是否可能与他们的语言能力有关。对26名7至10岁的学生（19名男性，7名女性）的阅读进展进行了为期两年的测量。此外，还评估了语音和句法能力。结果表明，语音能力与单词攻击技能的进步有关，句法能力与阅读理解技能的提高有关。这些结果对有学习障碍的学生的阅读教学具有启示意义。
