Grant D, Mooney A
Faculty of Information Studies, Ealing College, London, England.
Z Kinderchir. 1990 Dec;45 Suppl 1:11-3. doi: 10.1055/s-2008-1042624.
Thirteen children with spina bifida (mean age 11 yrs 11 mths) and a mean reading comprehension reading deficit of 10.5 mths were enrolled into a remedial programme. The withdrawal single case study methodology was used (baseline--5 weeks, treatment--5 weeks, withdrawal--12 weeks). Each child was seen twice a week for 15 minutes during both the baseline and treatment stages. A teaching programme based on a close technique was utilized only during the treatment stage. The technique involved teaching each child a strategy for systematically examining a text for meaning. A halving of the comprehension deficit was observed by the end of the treatment stage, with a mean regression of almost 3 months at the end of the withdrawal stage. No relationship between IQ and gains in reading comprehension was observed. The results may indicate that, in part, reading comprehension deficits are performance deficits which, in turn, may be mediated by attentional strategies.
13名患有脊柱裂的儿童（平均年龄11岁11个月），阅读理解平均落后10.5个月，被纳入一个补救计划。采用了撤药单病例研究方法（基线期——5周，治疗期——5周，撤药期——12周）。在基线期和治疗期，每个孩子每周接受两次治疗，每次15分钟。仅在治疗期采用基于一种紧密技术的教学计划。该技术包括教每个孩子一种系统检查文本意义的策略。在治疗期结束时，观察到理解缺陷减半，在撤药期结束时平均倒退近3个月。未观察到智商与阅读理解进步之间的关系。结果可能表明，阅读理解缺陷部分是表现缺陷，而表现缺陷反过来可能由注意力策略介导。
