Cecconi C P, Hood S B, Tucker R K
J Speech Hear Res. 1977 Sep;20(3):475-84. doi: 10.1044/jshr.2003.475.
This study assessed the effect of increasing the difficulty of reading material on the frequency and type of disfluency in the oral reading of normally fluent elementary school children. Eighty children participated in the study. Ten boys and 10 girls each, from Grades 3, 4, 5, and 6, read five 200-word passages, corresponding to one grade below their school placement, the grade of their school placement, and one, two, and three grades above their school placement. Results indicated a significant increase in total moments of disfluency and four specific types of disfluency as the difficulty of reading material increased. The data revealed a tendency for "stuttering" disfluencies to increase more in frequency than "normal" nonfluencies. Results are discussed with respect to theoretical and experimental implications.
本研究评估了增加阅读材料难度对正常流利的小学生朗读中不流利现象的频率和类型的影响。80名儿童参与了该研究。来自三年级、四年级、五年级和六年级的各10名男孩和10名女孩阅读了五篇200字的短文，这些短文分别对应比他们所在年级低一年级、所在年级、比他们所在年级高一年级、高二年级和高三年级的水平。结果表明，随着阅读材料难度的增加，不流利的总次数以及四种特定类型的不流利现象显著增加。数据显示，“口吃”式不流利现象的频率增加幅度比“正常”不流利现象更大。文中就理论和实验意义对结果进行了讨论。
