在不同难度水平的篇章中，偶然奖励和指令对口头阅读表现的影响。
Effects of contingent reward and instruction on oral reading performance at differing levels of passage difficulty.
作者信息
Noell G H, Gansle K A, Witt J C, Whitmarsh E L, Freeland J T, LaFleur L H, Gilbertson D N, Northup J
机构信息
Department of Psychology, Louisiana State University, Baton Rouge 70803-5501, USA.
出版信息
J Appl Behav Anal. 1998 Winter;31(4):659-63. doi: 10.1901/jaba.1998.31-659.
This study examined the effects of reinforcement contingencies designed to increase the performance of existing reading skills as well as the effects of instruction--modeling and practice--designed to increase skill level for oral reading fluency across three levels of reading materials. Results showed that a combination of contingencies, modeling, and practice was effective in producing substantial increases in reading fluency for all participants at their assigned grade levels. These results demonstrate one strategy for experimentally determining those instructional components that are required to increase oral reading rate.
本研究考察了旨在提高现有阅读技能表现的强化条件的效果，以及旨在提高三个阅读材料水平的口头阅读流畅性技能水平的教学（示范和练习）效果。结果表明，强化条件、示范和练习的组合对于所有参与学生在其指定年级水平上大幅提高阅读流畅性是有效的。这些结果证明了一种通过实验确定提高口头阅读速度所需教学组件的策略。
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