基于文本的词汇干预训练研究：支持阅读理解能力低且有学习障碍的四年级学生。
Text-based Vocabulary Intervention Training Study: Supporting Fourth Graders with Low Reading Comprehension and Learning Disabilities.
作者信息
Solís Michael, Scammacca Nancy, Barth Amy E, Roberts Garrett J
机构信息
University of California Riverside.
The University of Texas at Austin.
出版信息
Learn Disabil. 2017 Spring;15(1):103-115.
This experimental study examined the effectiveness of a text-based reading and vocabulary intervention with self-regulatory supports for 4 graders with low reading comprehension. Students with standard scores on the Gates MacGinitie Reading Test between 1.0 standard deviation (SD) and 0.5 SD below the normative sample were included (N=44) and randomly assigned to treatment condition (n=25) or no treatment comparison condition (n=19). Researchers provided the intervention to students in groups of approximately 2-3 students for eight 30 minute sessions. Students in the treatment condition made statistically significant gains on a researcher-developed measure of reading and vocabulary compared with students in the comparison condition.
这项实验研究考察了一种基于文本的阅读和词汇干预措施，并为阅读理解能力较低的四年级学生提供自我调节支持的效果。纳入了在盖茨·麦吉尼蒂阅读测试中标准分数低于常模样本1.0个标准差（SD）至0.5个标准差的学生（N = 44），并将他们随机分配到治疗组（n = 25）或无治疗对照组（n = 19）。研究人员将学生分成约2 - 3人的小组，进行了八次每次30分钟的干预。与对照组的学生相比，治疗组的学生在研究人员编制的阅读和词汇测试中取得了具有统计学意义的进步。
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