成人教育学习者阅读流畅性与能力之间的关系及相互作用。
Relation and interactions among reading fluency and competence for adult education learners.
作者信息
Mellard Daryl F, Fall Emily E, Woods Kari L
机构信息
Center for Research on Learning, Division of Adult Studies, University of Kansas, Joseph R. Parson Hall, 1122 West Campus Road, Room 517, Lawrence, KS 66045.
出版信息
Learn Disabil Res Pract. 2013 May;28(2):70-80. doi: 10.1111/ldrp.12008.
Statistical analyses of data from an academically diverse sample of 276 adult basic and secondary education learners extends understanding of the relation of and interactions between oral reading fluency and reading competence indices. Significant interactions between total word rate and word error rate that differed in relation to two measures of reading competence suggest that adult literacy instructors should emphasize fluency instruction to a greater or lesser degree depending on whether the major goal of instruction is academic reading (e.g., being able to comprehend a textbook) or functional reading (e.g., being able to fill out a job application).
对来自276名成人基础教育和中等教育学习者的学术背景多样样本的数据进行统计分析，扩展了对朗读流利度与阅读能力指标之间关系及相互作用的理解。总词率和词错误率之间的显著相互作用在两种阅读能力测量方面存在差异，这表明成人识字教师应根据教学的主要目标是学术阅读（例如，能够理解一本教科书）还是功能性阅读（例如，能够填写一份工作申请表），在不同程度上强调流利度教学。
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