Gentilini Lara M, Greer R Douglas
Department of Health and Behavior Studies, Teachers College, Columbia University, 529G Thorndike Hall, 525 W. 120th St., Box 223, New York, NY 10027 USA.
Behav Anal Pract. 2021 Jan 19;14(1):141-160. doi: 10.1007/s40617-020-00511-1. eCollection 2021 Mar.
There remains a gap in the current literature as to how to reliably measure and increase students' "voluntary reading," based on research suggesting a relation between reading amount and reading achievement. We tested the effect of the establishment of conditioned reinforcement for reading via a collaborative shared reading (CSR) conditioning procedure on eight 2nd-grade students with and without learning disabilities and developmental disorders. This conditioning procedure was composed of opportunities for reciprocal reading and collaboration on comprehension and vocabulary tasks related to the reading content, such that partners (teacher-participant or participant-participant) were required to work together. We utilized a combined small- experimental-control simultaneous-treatment design with a single-case multiple-probe design nested within each small group in order to compare within- and between-group differences for participants in the CSR procedure with a teacher or peer. All participants for whom conditioned reinforcement for reading was established ( = 7) demonstrated gains in reading achievement after a maximum of nine sessions (412 min), with grade-level increases between 0.2 and 2.5 on measures of reading comprehension and between 0.3 and 3.1 on measures of vocabulary. The students in the teacher-yoked condition ( = 3) demonstrated more significant gains in their average increases in achievement, although the peer-yoked procedure was also effective and possibly more viable in a classroom setting. These results suggest that a CSR procedure with a teacher or peer should be considered as a means of increasing the reading achievement of early elementary students via increases in the reinforcement value of reading.
鉴于研究表明阅读量与阅读成绩之间存在关联，目前关于如何可靠地测量和提高学生“自主阅读”的文献仍存在空白。我们通过合作共享阅读（CSR）条件程序对8名有或没有学习障碍及发育障碍的二年级学生进行了阅读条件强化建立的效果测试。该条件程序包括相互阅读以及就与阅读内容相关的理解和词汇任务进行合作的机会，即要求伙伴（教师-参与者或参与者-参与者）共同协作。我们采用了一种结合小实验-对照同步治疗设计和单病例多探针设计，该多探针设计嵌套在每个小组内，以便比较在CSR程序中与教师或同伴合作的参与者的组内和组间差异。所有建立了阅读条件强化的参与者（n = 7）在最多9节课程（412分钟）后阅读成绩都有提高，阅读理解测量指标上的年级水平提高幅度在0.2至2.5之间，词汇测量指标上的提高幅度在0.3至3.1之间。教师配对条件下的学生（n = 3）在成绩平均提高方面表现出更显著的进步，尽管同伴配对程序也很有效，并且在课堂环境中可能更可行。这些结果表明，与教师或同伴合作的CSR程序应被视为通过提高阅读的强化价值来提高小学低年级学生阅读成绩的一种方法。
