Richardson Amy R, Lerman Dorothea C, Nissen Melissa A, Luck Kally M, Neal Ashley E, Bao Shimin, Tsami Loukia
University of Houston - Clear Lake.
J Appl Behav Anal. 2017 Jan;50(1):67-86. doi: 10.1002/jaba.354. Epub 2016 Sep 30.
Sight-word instruction can be a useful supplement to phonics-based methods under some circumstances. Nonetheless, few studies have evaluated the conditions under which pictures may be used successfully to teach sight-word reading. In this study, we extended prior research by examining two potential strategies for reducing the effects of overshadowing when using picture prompts. Five children with developmental disabilities and two typically developing children participated. In the first experiment, the therapist embedded sight words within pictures but gradually faded in the pictures as needed using a least-to-most prompting hierarchy. In the second experiment, the therapist embedded text-to-picture matching within the sight-word reading sessions. Results suggested that these strategies reduced the interference typically observed with picture prompts and enhanced performance during teaching sessions for the majority of participants. Text-to-picture matching also accelerated mastery of the sight words relative to a condition under which the therapist presented text without pictures.
在某些情况下，视觉词教学可以作为基于语音法的有用补充。然而，很少有研究评估在何种条件下图片可以成功用于教授视觉词阅读。在本研究中，我们通过考察两种在使用图片提示时减少遮蔽效应的潜在策略，扩展了先前的研究。五名发育障碍儿童和两名发育正常儿童参与了研究。在第一个实验中，治疗师将视觉词嵌入图片中，但根据需要使用从最少到最多提示的层级结构逐渐淡化图片。在第二个实验中，治疗师在视觉词阅读环节中嵌入文本与图片匹配的内容。结果表明，这些策略减少了通常在图片提示中观察到的干扰，并提高了大多数参与者在教学环节中的表现。相对于治疗师呈现无图片文本的情况，文本与图片匹配还加速了视觉词的掌握。
