Mallory A. Stevens and Matthew K. Burns, University of Missouri.
Am J Intellect Dev Disabil. 2021 May 1;126(3):230-248. doi: 10.1352/1944-7558-126.3.230.
The purpose of the current study was to determine the extent to which practicing keywords increased word recognition, reading fluency and comprehension for students with intellectual disability (ID). The dependent measures included word recognition (i.e., the percentage of previously unknown keywords read correctly in the given text), reading fluency (i.e., words read correctly in 1 minute), and reading comprehension (i.e., number of questions answered correctly out of five). The participants were three fourth-grade students who were identified as having ID in early childhood with IQ scores of 45, 62, and 78. Words from reading passages were practiced with Incremental Rehearsal (IR) using a multielement, single-case design. Practicing keywords led to higher subsequent in-text recognition and generalization for a high percentage of the taught words. Additionally, there was clear experimental control for increases in reading fluency. There was not a strong effect on reading comprehension. Implications for research and practice are discussed.
本研究旨在确定练习关键词在多大程度上提高了智障（ID）学生的单词识别、阅读流畅性和理解能力。因变量包括单词识别（即，在给定文本中正确读出先前未知的关键词的百分比）、阅读流畅性（即，在 1 分钟内正确阅读的单词数）和阅读理解（即，五个问题中答对的数量）。参与者是三名四年级学生，他们在幼儿期被确定为 ID，智商得分分别为 45、62 和 78。使用多元素、单案例设计的增量复述（IR）练习阅读文章中的单词。练习关键词后，所教单词中有很大一部分在文中识别和泛化的后续效果更高。此外，阅读流畅性的提高有明显的实验控制。对阅读理解的影响不大。讨论了研究和实践的意义。
