Goldman R, Sapp G L, Foster A S
School of Education, University of Alabama at Birmingham 35294, USA.
Percept Mot Skills. 1998 Feb;86(1):192-4. doi: 10.2466/pms.1998.86.1.192.
K-TEA Comprehensive Reading scores of 34 elementary boys in either resource rooms or regular settings were compared. The boys were identified as learning disabled in reading. They were pretested at the beginning of the school year and posttested at the end. Treatment was one year of daily instruction in reading provided by six teachers in resource setting and six teachers in regular settings. K-TEA Reading Decoding and Reading Comprehension scores, separately compared in 2 x 2 repeated-measures analysis of variance, were not significantly different.
对34名在资源教室或常规环境中的小学男生的K-TEA综合阅读成绩进行了比较。这些男生被认定为阅读学习障碍者。他们在学年开始时进行了预测试，并在学年结束时进行了后测试。治疗方法是由资源教室的6名教师和常规环境的6名教师提供为期一年的每日阅读指导。在2×2重复测量方差分析中分别比较的K-TEA阅读解码和阅读理解成绩没有显著差异。
