Omori Mikimasa, Yamamoto Jun-Ichi
1Department of Psychology, Graduate School of Human Relations, Keio University, 2-15-45 Minato-ku, Tokyo 108-8345 Japan.
2Department of Psychology, Faculty of Humanities and Social Sciences, Showa Women's University, D1 5T12, 1-7-57 Taishido, Setagaya-ku, Tokyo 154-8553 Japan.
Behav Anal Pract. 2017 May 30;11(1):9-18. doi: 10.1007/s40617-017-0196-6. eCollection 2018 Mar.
Children with intellectual disabilities (ID) often have difficulty in sentence reading and comprehension. Previous studies have shown that training in segment-unit reading (SUR) facilitates the acquisition of sentence reading comprehension skills for Japanese students with ID. However, it remains unknown whether SUR training is also effective for individuals unable to read sentences and can generalize to untrained sentences. In this study, we examined the improvement and generalization of sentence reading accuracy and comprehension for two children with ID through SUR training with listening comprehensible sentences. During training, the segments were sequentially presented in their correct spatial locations, and participants read them aloud. After the training, participants' reading accuracy and comprehension improved for both trained and untrained sentences. The results suggest that presenting the components of stimuli sequentially in their correct spatial locations is key to facilitating the development of sentence reading accuracy and comprehension for individuals with ID.
智障儿童在句子阅读和理解方面往往存在困难。先前的研究表明，对日本智障学生进行语段单元阅读（SUR）训练有助于提高句子阅读理解能力。然而，SUR训练对于无法阅读句子的个体是否也有效，以及是否能推广到未训练的句子，仍不清楚。在本研究中，我们通过对两个智障儿童进行可听句子的SUR训练，考察了句子阅读准确性和理解能力的提高及推广情况。训练过程中，语段按正确的空间位置依次呈现，参与者大声朗读。训练后，参与者对训练和未训练句子的阅读准确性和理解能力均有所提高。结果表明，按正确的空间位置依次呈现刺激成分是促进智障个体句子阅读准确性和理解能力发展的关键。
