Niedo Jasmin, Lee Yen Ling, Breznitz Zvia, Berninger Virginia
University of Washington, Seattle, USA.
University of Haifa, Israel.
Learn Disabil Q. 2014 May 1;37(2):100-110. doi: 10.1177/0731948713507263. Epub 2013 Oct 28.
Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment (=7) or wait-listed (=7) control groups. Following nine sessions combining computerized rapid accelerated-reading program (RAP), which individually tailors rate of written text presentation to comprehension criterion (80%), and self-regulated strategies for attending and engaging, the treated group significantly outperformed the wait-listed group before treatment on (a) a grade-normed, silent sentence reading rate task requiring lexical- and syntactic level processing to decide which of three sentences makes sense; and (b) RAP presentation rates yoked to comprehension accuracy level. Each group improved significantly on these same outcomes from before to after instruction. Attention ratings and working memory for written words predicted post-treatment accuracy, which correlated significantly with the silent sentence reading rate score. Implications are discussed for (a) preventing silent reading disabilities during the transition to increasing emphasis on silent reading, (b) evidence-based approaches for making accommodation of extra time on timed tests requiring silent reading, and
四年级学生中，那些默读单词和/或句子的速度平均比他们朗读真实单词和假词以及阅读理解准确率低三分之二个标准差的学生，被随机分配到治疗组（=7）或等待名单对照组（=7）。在进行了九次课程后，治疗组表现明显优于等待名单对照组。这九次课程结合了计算机化快速加速阅读程序（RAP），该程序根据理解标准（80%）单独调整书面文本呈现的速度，以及自我调节的专注和参与策略。在治疗前，治疗组在以下方面表现出色：（a）一项年级标准化的默读句子速度任务，该任务需要词汇和句法层面的处理来判断三个句子中哪一个有意义；（b）与理解准确率水平相关的RAP呈现速度。每组在教学前后，在这些相同的结果上都有显著提高。对书面单词的注意力评分和工作记忆预测了治疗后的准确率，这与默读句子速度得分显著相关。文章讨论了以下方面的意义：（a）在向越来越强调默读过渡期间预防默读障碍；（b）在需要默读的定时测试中给予额外时间的循证方法，以及
