Sentence reading comprehension by means of training in segment-unit reading for Japanese children with intellectual disabilities
Sentence reading comprehension by means of training in segment-unit reading for Japanese children with intellectual disabilities
复制标题
日本智障儿童分段阅读训练的句子阅读理解
DOI：
10.1007/s40617-017-0196-6
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发表时间：
2017
影响因子：
2.2
通讯作者：
Yamamoto Jun-ichi
中科院分区：
文献类型：
--
作者：
Omori Mikimasa;Yamamoto Jun-ichi
智障儿童(ID)在句子阅读和理解方面经常存在困难。先前的研究表明，片段单元阅读训练(SUR)能促进有ID的日本学生获得句子阅读理解技能。然而，目前尚不清楚SUR训练是否对不能读句子的人也有效，并且是否可以推广到未训练的句子。在这项研究中，我们考察了两名智障儿童通过听懂句子的SUR训练对句子阅读准确性和理解力的提高和泛化。在训练过程中，这些片段被按顺序呈现在正确的空间位置，参与者大声朗读。训练后，受试者对训练和未训练句子的阅读准确率和理解力都有所提高。结果表明，在正确的空间位置按顺序呈现刺激成分是促进ID个体句子阅读准确性和理解力发展的关键。
Children with intellectual disabilities (ID) often have difficulty in sentence reading and comprehension. Previous studies have shown that training in segment-unit reading (SUR) facilitates the acquisition of sentence reading comprehension skills for Japanese students with ID. However, it remains unknown whether SUR training is also effective for individuals unable to read sentences and can generalize to untrained sentences. In this study, we examined the improvement and generalization of sentence reading accuracy and comprehension for two children with ID through SUR training with listening comprehensible sentences. During training, the segments were sequentially presented in their correct spatial locations, and participants read them aloud. After the training, participants’ reading accuracy and comprehension improved for both trained and untrained sentences. The results suggest that presenting the components of stimuli sequentially in their correct spatial locations is key to facilitating the development of sentence reading accuracy and comprehension for individuals with ID.