A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities
A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities
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DOI：
10.1177/00222194020350050101
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发表时间：
2002-09-01
影响因子：
3
通讯作者：
Tyler, BJ
中科院分区：
文献类型：
--
作者：
Chard, DJ;Vaughn, S;Tyler, BJ
流利的阅读，通常被定义为速度和准确性，是所有读者都要培养的重要技能。有学习障碍（LD）的学生往往难以流利地阅读，导致阅读理解困难。尽管最近人们关注阅读流畅性和提高流畅性的方法，但尚不清楚哪些旨在提高流畅性的干预措施对最困难的读者有益。本研究的目的是综合研究的干预措施，主要是为了建立阅读流畅性与LD的学生。检索得到了24项已发表和未发表的研究，这些研究报告了干预特征的结果，包括有和无模型的重复阅读、持续阅读、重复次数、文本难度和特定的改善标准。我们的研究结果表明，建立流畅性的有效干预措施包括一个明确的流畅阅读模式，多次机会重复阅读熟悉的文本独立和纠正反馈，并建立了性能标准，增加文本难度。
Fluent reading, often defined as speed and accuracy, is an important skill for all readers to develop. Students with learning disabilities (LD) often struggle to read fluently, leading to difficulties in reading comprehension. Despite recent attention to reading fluency and ways to improve fluency, it is not clear which features of interventions that are designed to enhance fluency are beneficial for the most struggling readers. The purpose of this study is to synthesize research on interventions that are designed primarily to build reading fluency for students with LD. The search yielded 24 published and unpublished studies that reported findings on intervention features, including repeated reading with and without a model, sustained reading, number of repetitions, text difficulty, and specific improvement criteria. Our findings suggest that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty.