通过一分钟流畅性测试来识别阅读困难的读者或有阅读困难风险的人。
Identification of struggling readers or at risk of reading difficulties with one-minute fluency measures.
作者信息
Martins Maíra Anelli, Capellini Simone Aparecida
机构信息
Speech and Hearing Sciences Department, Sao Paulo State University "Júlio de Mesquita Filho", UNESP, Campus Universitário, Av. Hygino Muzzi Filho, 737, 17525-900, Marília, SP, Brasil.
São Paulo State University "Júlio de Mesquita Filho", UNESP, Investigation Learning Disabilities Laboratory (LIDA), Marília, SP, Brazil.
出版信息
Psicol Reflex Crit. 2021 Mar 20;34(1):10. doi: 10.1186/s41155-021-00174-z.
BACKGROUND
To identify readers who are struggling or at risk of reading difficulties, reference standards in oral reading fluency (ORF) are used to conduct an assessment that is based on a widely reported method known as curriculum-based measurement (CBM), which itself is based on 1-min fluency measures. The purpose of this study was to evaluate students' ORF (with a 1-min fluency measure) to characterize their fluency and to determine references of appropriate development in reading at the 50th percentile.
METHOD
For this study, a database of readings made available by the Learning Studies Research Laboratory was used. This database consisted of 365 readings by elementary-school students from the third to fifth grades in two cities in the interior of the state of São Paulo from two different public school systems that use the same teaching methodology. The data consisted of digital audio recordings of the passage "The Umbrella" (text suitable for schooling levels) of the Protocol for Assessment of Reading Comprehension procedure. For this procedure, three steps were performed: step 1-listening to the 365 readings and assessing the scores for the number of words read correctly per minute; step 2-the calculation of the mean and percentiles for each grade; and step 3-the adaptation of the reference table to indicate students eligible to receive reading fluency intervention.
RESULTS
Third-year students who correctly read 86 or more words per minute, fourth-year students who correctly read 104 or more words per minute, and fifth-year students who correctly read 117 or more words per minute were considered students who had made adequate progress in reading.
CONCLUSION
It was possible to classify students based on the 1-min fluency measures, with reference intervals of words read correctly per minute per school year (for the third, fourth, and fifth years) for those who were making adequate progress in reading and reference intervals for those who were considered readers who were struggling or at risk of reading difficulties.
背景
为了识别阅读困难或有阅读困难风险的读者，口语阅读流利度（ORF）的参考标准被用于进行一项基于广泛报道的称为基于课程的测量（CBM）的方法的评估，而CBM本身基于1分钟流利度测量。本研究的目的是评估学生的ORF（采用1分钟流利度测量），以表征他们的流利度，并确定第50百分位数的适当阅读发展参考标准。
方法
在本研究中，使用了学习研究实验室提供的阅读数据库。该数据库包含来自圣保罗州内陆两个城市、采用相同教学方法的两个不同公立学校系统的三至五年级小学生的365份阅读记录。数据包括阅读理解评估程序中“雨伞”段落（适合学校教育水平的文本）的数字音频记录。对于此程序，执行了三个步骤：步骤1——听取365份阅读记录并评估每分钟正确阅读单词数的分数；步骤2——计算每个年级的平均值和百分位数；步骤3——调整参考表以表明有资格接受阅读流利度干预的学生。
结果
三年级学生每分钟正确阅读86个或更多单词、四年级学生每分钟正确阅读104个或更多单词、五年级学生每分钟正确阅读117个或更多单词被视为阅读取得足够进步的学生。
结论
根据1分钟流利度测量对学生进行分类是可行的，对于阅读取得足够进步的学生，给出了每个学年每分钟正确阅读单词数的参考区间（三年级、四年级和五年级），对于那些被认为阅读困难或有阅读困难风险的读者也给出了参考区间。
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