Wexler Jade, Vaughn Sharon, Edmonds Meaghan, Reutebuch Colleen Klein
Special Education, The University of Texas at Austin, College of Education SZB 228, 1 University, Station D4900, Austin, TX 78712, USA.
Read Writ. 2008 Jun;21(4):317-347. doi: 10.1007/s11145-007-9085-7.
Previous research studies examining the effects of fluency interventions on the fluency and comprehension outcomes for secondary struggling readers are synthesized. An extensive search of the professional literature between 1980 and 2005 yielded a total of 19 intervention studies that provided fluency interventions to secondary struggling readers and measured comprehension and/or fluency outcomes. Findings revealed fluency outcomes were consistently improved following interventions that included listening passage previewing such as listening to an audiotape or adult model of good reading before attempting to read a passage. In addition, there is preliminary evidence that there may be no differential effects between repeated reading interventions and the same amount of non-repetitive reading with older struggling readers for increasing reading speed, word recognition, and comprehension.
本研究综合了以往关于流畅性干预对中学阅读困难学生的流畅性和理解能力影响的研究。对1980年至2005年间的专业文献进行广泛检索，共得到19项干预研究，这些研究为中学阅读困难学生提供了流畅性干预，并测量了理解能力和/或流畅性结果。研究结果表明，在包括听力段落预读（如在尝试阅读一篇文章之前听录音带或听成年人的良好阅读示范）的干预之后，流畅性结果持续得到改善。此外，有初步证据表明，对于提高阅读速度、单词识别和理解能力，重复阅读干预与相同阅读量的非重复阅读对年长的阅读困难学生可能没有差异影响。
