Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention
Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention
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DOI：
10.1002/1520-6807(200009)37:5
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发表时间：
2000-09-01
影响因子：
2
通讯作者：
Smith, S
中科院分区：
文献类型：
--
作者：
Freeland, JT;Skinner, CH;Smith, S
目前的研究旨在展示研究人员如何使用功能性阅读技能的直接测量（例如，默读理解率）来实证验证重复阅读干预的有效性。采用多元素设计比较了三名被诊断为特殊学习障碍的中学生在阅读方面的治疗效果和对照条件。结果表明，重复阅读提高了事实理解水平和事实阅读理解率。在不同的条件下，在推理理解水平或比率上没有发现差异。讨论的重点是使用沉默阅读理解率和与提高推理和字面理解和流畅性相关的理论含义来实证验证阅读干预。(C) 2000 John Wiley & Sons, Inc。
The current study was designed to demonstrate how researchers could use a direct measure of functional reading skills (e.g., rates of silent reading comprehension) to empirically validate the effectiveness of a repeated readings intervention. A multi-element design was used to compare the effects of the treatment with a control condition across three secondary students diagnosed with specific learning disabilities in reading. Results showed that repeated readings increased factual comprehension levels and factual reading comprehension rates. No differences were found across conditions on inferential comprehension levels or rates. Discussion focuses on empirically validating reading interventions using rates of silent reading comprehension and theoretical implications related to enhancing inferential and literal comprehension and fluency. (C) 2000 John Wiley & Sons, Inc.