Faculty of Education, Mount Saint Vincent University, Halifax, Nova Scotia, Canada.
Nova Scotia Department of Education and Early Childhood Development, Halifax, Nova Scotia, Canada.
Dyslexia. 2022 Feb;28(1):79-96. doi: 10.1002/dys.1695. Epub 2021 Aug 31.
In the English language, students who read words accurately but have impairments in reading fluency are under-studied. The associated difficulties they have with comprehending text make it particularly important to delineate effective interventions for these students. Counter to suggestions that these readers need interventions focused on text reading, we examined the effects of a decoding-focused intervention. The intervention targeted decoding-related skills, including speeded training on sublexical spelling patterns. We examined the efficacy of this program for students with fluency-defined disabilities, and compared gains to those for students with accuracy-defined disabilities. In the initial phase of the program, readers with fluency-defined disabilities made greater gains in fluency, while readers with accuracy-defined disabilities made larger gains in word reading accuracy. The mean fluency score for readers with fluency-defined disabilities came within the average range across the intervention, as did reading comprehension for both groups. Readers' mastery on speeded learning of sublexical spelling patterns predicted unique variance in fluency outcomes, beyond variance accounted for by pre-test fluency and word reading accuracy. The results support intervention approaches focused on decoding-related skills for students who have fluency-defined disabilities and are consistent with theories of reading fluency that identify a role for automaticity with sublexical spelling patterns.
在英语中，阅读单词准确但阅读流畅度受损的学生研究较少。他们在理解文本方面的相关困难使得为这些学生制定有效的干预措施尤为重要。与这些读者需要关注文本阅读的干预措施的建议相反，我们研究了一项以解码为重点的干预措施的效果。该干预措施针对与解码相关的技能，包括对亚词汇拼写模式进行加速训练。我们检查了该计划对流畅度定义的残疾学生的效果，并将收益与准确性定义的残疾学生进行了比较。在该计划的初始阶段，流畅度定义的残疾读者在流畅度方面取得了更大的进步，而准确性定义的残疾读者在单词阅读准确性方面取得了更大的进步。流畅度定义的残疾读者的平均流畅度得分达到了干预范围内的平均水平，两组的阅读理解能力也是如此。读者在亚词汇拼写模式的快速学习方面的掌握程度预测了流畅度结果的独特差异，超出了前测流畅度和单词阅读准确性所解释的差异。这些结果支持针对流畅度定义的残疾学生的解码相关技能的干预方法，这与阅读流畅度理论一致，该理论认为亚词汇拼写模式的自动性起着作用。
