Repeated reading and reading fluency in learning disabled children.
Repeated reading and reading fluency in learning disabled children.
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学习障碍儿童的重复阅读和阅读流利性。
DOI：
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发表时间：
1985
期刊：
影响因子：
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通讯作者：
J. Torgesen
中科院分区：
文献类型：
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作者：
C. A. Rashotte;J. Torgesen
本研究调查了在重复阅读中不同故事的流畅性和理解能力的提高是否取决于段落之间的单词重叠程度，以及重复阅读是否比等量的非重复阅读更有效。不流利的学习障碍学生在三种不同的条件下阅读由计算机呈现和计时的段落。在条件1和条件2（重复阅读）中，同一篇文章在下一个阶段进入一个新的故事之前要读四遍。条件2中的故事包含的重叠词是条件1中的三倍。在条件3（非重复性阅读）中，一个阶段中的四个段落都是不同的。结果表明，在短时间内，增加阅读速度与重复阅读的方法取决于故事之间的共享单词的数量，如果故事有几个共享单词，重复阅读是不是更有效地提高速度比同等数量的非重复阅读。
THIS STUDY investigated whether improved fluency and comprehension across different stories in repeated reading depend on the degree of word overlap among passages and whether repeated reading is more effective than an equivalent amount of nonrepetitive reading. Nonfluent, learning disabled students read passages presented and timed by a computer under three different conditions. In Conditions 1 and 2 (repeated reading) the same passage was read four times before proceeding to a new story in the next session. Stories in Condition 2 contained three times as many overlapping words as stories in Condition 1. In Condition 3 (nonrepetitive reading), each of the four passages in a session was different. Results suggest that over short periods of time, increases in reading speed with the repeated reading method depend on the amount of shared words among stories, and that if stories have few shared words, repeated reading is not more effective for improving speed than an equivalent amount of nonrepetitive reading.