评估教学提示和策略性增量复述对两名发育正常的幼儿园儿童字母识别掌握情况的影响。
Evaluating the Effects of Instructional Prompts and Strategic Incremental Rehearsal on the Letter Identification Mastery of Two Typically Developing Kindergarteners.
作者信息
Hathaway Kristin L, Schieltz Kelly M, Detrick Jessica
机构信息
Department of Educational, School & Counseling Psychology, University of Missouri, 16 Hill Hall, Columbia, MO 65211 USA.
Stead Family Department of Pediatrics, University of Iowa Children's Hospital, Iowa City, IA USA.
出版信息
Behav Anal Pract. 2020 Jul 24;14(1):20-35. doi: 10.1007/s40617-020-00456-5. eCollection 2021 Mar.
Letter identification impacts the developmental progression of future reading skills. In this study, we evaluated the effects of instructional prompts on letter identification in a single-subject design for 2 kindergarten students who experienced difficulties with letter identification skills. In Phase 1, we evaluated the number of letters participants correctly identified without instructional prompts, and in Phase 2, we evaluated the effects of 2 different instructional prompts and rewards. Phase 3 evaluated the combined effects of strategic incremental rehearsal (SIR) and the most effective instructional prompt identified in Phase 2. Results showed that an effective, yet different instructional prompt was identified for each participant and that SIR plus an instructional prompt was effective for further increasing both participants' correct letter identification. The results of this study demonstrated a useful and effective method for identifying instructional prompts, strategies, or other interventions that improve students' academic responding.
字母识别影响未来阅读技能的发展进程。在本研究中，我们采用单被试设计，评估了教学提示对两名在字母识别技能方面存在困难的幼儿园学生字母识别的影响。在第一阶段，我们评估了参与者在没有教学提示的情况下正确识别的字母数量，在第二阶段，我们评估了两种不同教学提示和奖励的效果。第三阶段评估了策略性增量复述（SIR）与第二阶段确定的最有效教学提示的综合效果。结果表明，为每个参与者确定了一种有效但不同的教学提示，并且SIR加上教学提示对于进一步提高两名参与者正确的字母识别都有效。本研究结果证明了一种有用且有效的方法，可用于识别能够改善学生学业反应的教学提示、策略或其他干预措施。
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