Guyer B P, Sabatino D
J Learn Disabil. 1989 Aug-Sep;22(7):430-4. doi: 10.1177/002221948902200707.
College students diagnosed as learning disabled were studied to determine whether they would make more progress in a summer program if taught by an adaptation of the Orton-Gillingham (O-G) approach. Progress of those exposed to this approach was compared to progress of those exposed to (a) a nonphonetic approach or (b) no educational activity. Pre- and posttest results are reported for the Wide Range Achievement Test-Revised and Woodcock Reading Mastery Tests. The subjects were 30 college students aged 17 to 24, who were diagnosed as LD. They were divided into groups of 10 and exposed to the indicated educational intervention. The O-G group was found to achieve statistically significant improvement in reading when compared to the group using the nonphonetic approach or no educational activity. No statistically significant difference was noted between the latter two groups. This study indicates that a modified O-G approach is useful in the teaching of reading to college students who are LD.
对被诊断为有学习障碍的大学生进行了研究，以确定如果采用奥顿-吉林厄姆（O-G）方法的改编版进行教学，他们在暑期课程中是否会取得更大的进步。将采用这种方法的学生的进步与采用（a）非语音方法或（b）不进行教育活动的学生的进步进行了比较。报告了针对广泛成就测验修订版和伍德科克阅读能力测验的前测和后测结果。研究对象是30名年龄在17至24岁之间、被诊断为有学习障碍的大学生。他们被分成每组10人的小组，并接受指定的教育干预。结果发现，与采用非语音方法或不进行教育活动的小组相比，O-G小组在阅读方面取得了统计学上显著的进步。后两组之间没有发现统计学上的显著差异。这项研究表明，改良后的O-G方法对有学习障碍的大学生阅读教学很有用。
