Shapiro E S, McCurdy B L
Except Child. 1989 Jan;55(4):321-5. doi: 10.1177/001440298905500406.
In an effort to increase reading proficiency, five 9th- and 10th-grade students with behavior disorders were instructed to read along with an audio type of vocabulary words recorded at 80 words per minute. Effects of the taped-words intervention on rate of reading vocabulary words as well as generalization effects of reading passages containing some of the same vocabulary words were assessed within a multiple baseline design. Results suggested significant effects due to practice. Minimal generalization from reading word lists to reading passages was demonstrated. The results of the present study are compared with similar investigations.
为提高阅读能力，对五名患有行为障碍的九年级和十年级学生进行指导，让他们跟着每分钟80个单词的音频词汇朗读。在多基线设计中评估了录音单词干预对阅读词汇率的影响，以及对包含部分相同词汇的阅读文章的泛化效果。结果表明练习产生了显著效果。从阅读单词列表到阅读文章的泛化效果微乎其微。本研究结果与类似调查进行了比较。
