Barwasser Anne, Urton Karolina, Grünke Matthias
Department of Special Education and Rehabilitation, University of Cologne, Cologne, Germany.
Department of Educational Sciences, University of Muenster, Muenster, Germany.
Front Psychol. 2021 Apr 15;12:671385. doi: 10.3389/fpsyg.2021.671385. eCollection 2021.
Reading difficulties that are not addressed at the primary level continue to exist at the secondary level with serious consequences. Thus, it is important to provide struggling students with specific reading support. In particular, many students with learning disabilities (LD) and emotional behavioral disorders (EBD) demonstrate reading obstacles and are at risk for motivation loss. A multiple baseline design was used to evaluate the effects of a motivational reading racetrack as peer-tutoring on the word reading skills of secondary students with LD with and without EBD. The intervention was conducted through 4-5 baseline and 16-18 reading units three times a week for 15 min over 8 weeks. The results showed positive effects indicating a highly effective treatment. In addition, follow-up results were also promising. Our findings indicate that this multicomponent intervention has a positive effect on the word fluidity of low-achieving students in secondary education with LD and/or EBD.
在小学阶段未得到解决的阅读困难在中学阶段依然存在，且后果严重。因此，为学习困难的学生提供特定的阅读支持很重要。特别是，许多患有学习障碍（LD）和情绪行为障碍（EBD）的学生表现出阅读障碍，并有失去学习动力的风险。采用多重基线设计来评估一种激励性阅读赛道作为同伴辅导对有和没有EBD的中学LD学生单词阅读技能的影响。干预通过4 - 5个基线阶段和16 - 18个阅读单元进行，每周三次，每次15分钟，持续8周。结果显示出积极效果，表明这是一种非常有效的治疗方法。此外，随访结果也很有前景。我们的研究结果表明，这种多成分干预对中学教育中患有LD和/或EBD的低成就学生的单词流畅性有积极影响。
