Koeda Tatsuya, Uchiyama Hitoshi, Seki Ayumi
Department of Regional Education, Faculty of Regional Sciences, Tottori University, Tottori.
No To Hattatsu. 2011 Sep;43(5):384-8.
We provided reading aloud instructions to a child who was diagnosed with dyslexia in a regular class of 69 first graders, comprising 33 boys and 36 girls, during a test of reading sentences aloud. The instructions consisted of a 2-step approach, i.e., decoding instruction and vocabulary instruction. First, a decoding instruction, which emphasized an important point in effortless decoding, was presented to the child. Next, a vocabulary instruction, which aimed to facilitate word-form recognition, was provided. We found that, the decoding instruction was effective in decreasing the number of reading errors, and that the vocabulary instruction was effective against reducing the time taken to read aloud.
在对69名一年级学生（其中33名男生和36名女生）的一个常规班级进行大声朗读句子测试期间，我们对一名被诊断患有诵读困难症的儿童给出了大声朗读指导。这些指导包括一个两步法，即解码指导和词汇指导。首先，向该儿童给出强调轻松解码要点的解码指导。其次，提供旨在促进单词形式识别的词汇指导。我们发现，解码指导在减少阅读错误数量方面有效，并且词汇指导在减少大声朗读所用时间方面有效。
