Department of Curriculum and Pedagogy, Richard W. Riley College of Education, Winthrop University , Rock Hill, South Carolina, USA.
The Meadows Center for Preventing Educational Risk, College of Education, The University of Texas at Austin , Austin, Texas, USA.
Assist Technol. 2020 Nov 1;32(6):317-324. doi: 10.1080/10400435.2018.1559896. Epub 2019 Jan 14.
Students with reading learning disabilities (RLDs) often face struggles in acquiring basic reading abilities, including oral reading fluency. The current study builds on previous work that compared peer-assisted instruction (PAI) to iPad-assisted instruction (IAI) on oral reading fluency, which led to the conclusion that a combined approach may be more effective than either approach alone. A multiple baseline design was used to examine the effectiveness of a combined PAI and IAI approach on oral reading fluency of four 5th grade students with RLD. Overall, there were moderate and positive experimental effects on oral reading fluency. Student gains were similar to expectations for typically achieving students from winter to spring.
阅读学习障碍（RLD）的学生在获得基本阅读能力方面常常面临困难，包括口语阅读流利度。本研究是在前一项比较同伴辅助教学（PAI）和 iPad 辅助教学（IAI）对口语阅读流利度影响的研究基础上进行的，该研究得出的结论是，综合方法可能比单一方法更有效。本研究采用多基线设计来考察对四名 RLD 五年级学生进行 PAI 和 IAI 综合方法对口语阅读流利度的影响。总体而言，口语阅读流利度方面具有中等且积极的实验效果。从冬季到春季，学生的进步与典型的达标学生的预期相似。
