Iowa Reading Research Center, University of Iowa, USA.
Iowa Reading Research Center, University of Iowa, USA.
J Sch Psychol. 2019 Dec;77:24-35. doi: 10.1016/j.jsp.2019.10.003. Epub 2019 Nov 20.
To improve oral reading fluency rate and promote its generalization to unpracticed texts, this study investigated a Varied Practice approach that involved passages with a high proportion of overlapping words (M = 85% unique word overlap). Fourth graders were randomly assigned either to the Varied Practice treatment (n = 405), where they read three different passages one time each, or the Repeated Reading comparison (n = 422), in which they read the same passage three times each. Both groups read with a partner for about 20 min, 3-4 times per week, over an average 12 weeks (30 total sessions). Results indicated that students in Varied Practice demonstrated significantly better fluency outcomes than students in Repeated Reading, but both groups demonstrated growth near the 90th percentile. Results of a quantile regression revealed that low-to-middle achievers benefited from Varied Practice the most. Overall, the findings suggest fluency approaches rooted in statistical learning hold promise as an alternative to approaches focused on practicing words in redundant contexts.
为了提高口语阅读流畅度，并促进其在未练习文本中的泛化，本研究调查了一种多样化实践方法，该方法涉及高比例重叠词的文章（M=85%的独特词重叠）。四年级学生被随机分配到多样化实践组（n=405），他们每次阅读三个不同的段落，或重复阅读对照组（n=422），他们每次阅读相同的段落三遍。两组学生都与同伴一起阅读，每周约 20 分钟，持续 12 周（共 30 次）。结果表明，多样化实践组的学生口语流畅度明显优于重复阅读组的学生，但两组学生的口语流畅度都接近 90%的百分位数。分位数回归的结果表明，成绩中下等的学生从多样化实践中受益最多。总的来说，研究结果表明，基于统计学习的流畅度方法有望成为替代在冗余语境中练习单词的方法。
