Mellard Daryl, Woods Kari, Fall Emily
Center for Research on Learning, Division of Adult Studies, University of Kansas, Joseph R. Pearson Hall, 1122 West Campus Road, Room 517, Lawrence, KS 66045.
Adult Basic Educ Lit J. 2011 Spring;5(1):3-14.
We statistically examined 295 low-literacy adults' oral reading fluency measured by total word and word error rates with connected prose. Based on four fluency ability groupings in relation to standardized assessments of reading-related skills (e.g., phonemic awareness, word recognition, vocabulary, comprehension, and general ability) the results suggest that adults that read at comparable correct word rates vary significantly in the number of total words and word errors. These differences were independent of assessed general ability level. Total word and word error rates, thus, offer a picture of learner reading ability that can help instructors emphasize instruction in deficit reading components.
我们对295名低识字率成年人的口头阅读流畅性进行了统计检验，该流畅性通过连贯散文的总字数和单词错误率来衡量。基于与阅读相关技能（如音素意识、单词识别、词汇、理解和一般能力）的标准化评估相关的四种流畅性能力分组，结果表明，以可比正确单词率阅读的成年人在总单词数和单词错误数上存在显著差异。这些差异与评估的一般能力水平无关。因此，总字数和单词错误率提供了一幅学习者阅读能力的图景，有助于教师强调对阅读能力欠缺部分的教学。
