Improving fluency in at-risk readers and students with learning disabilities
Improving fluency in at-risk readers and students with learning disabilities
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DOI：
10.1177/074193250102200106
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发表时间：
2001-01-01
影响因子：
2.4
通讯作者：
Obermiller-Krolikowski, HJ
中科院分区：
文献类型：
--
作者：
Allinder, RM;Dunse, L;Obermiller-Krolikowski, HJ
本研究旨在探讨如何改善学习障碍和阅读困难学生的表现和进步。本研究以口语阅读教学为研究对象，对比了具体的阅读策略和一般的鼓励策略对提高口语阅读能力的影响。结果表明，所有的学生提高了标准化的规范参考测试的理解，但学生谁使用特定的口头阅读策略取得了显着更大的进步，在阅读，作为衡量的测量迷宫程序。
This study investigated attempts to improve the performance and progress of students with learning disabilities and reading difficulties. It focused on oral reading instruction and contrasted the effects of specific reading strategies with generic encouragement to do well. Results indicated that all students improved on a standardized norm-referenced test of comprehension, but students who used a specific oral reading strategy made significantly greater progress in reading, as measured by curriculum-based measurement maze procedures.