Preventing School Failure: Alternative Education for Children and Youth Pub Date : 2021-01-27 , DOI: 10.1080/1045988x.2021.1875393 Emily C. Bouck 1 , Adrea Truckenmiller 1 , Erin Bone 1 , Sara Flanagan 2
Abstract
Research regarding the role of reading fluency for middle school-aged students with disabilities is limited, particularly for students with attention deficit hyperactivity disorder (ADHD). This study compares the roles—repeated silent reading (RSR), oral reading (OR), and repeated oral reading (ROR)—on grade-level comprehension for students identified with ADHD. An adaptive alternating treatment design with an extended baseline was used to compare the impact of each type of reading modification on comprehension. Researchers found OR and ROR of passages from a curriculum associated with acceptable performance on comprehension questions for those passages. Although students preferred silent reading, oral reading conditions were more consistently effective. Researchers discuss implications for the role of fluency in ADHD and general education classroom modifications.
中文翻译:
比较阅读修改对理解准确性和阅读理解率的有效性
摘要
关于阅读流利度对中学生残疾的作用的研究是有限的,特别是对于注意力缺陷多动障碍(ADHD)的学生。这项研究比较了反复无声阅读(RSR),口头阅读(OR)和重复口头阅读(ROR)在多动症识别学生中对年级水平理解的作用。具有扩展基线的自适应交替治疗设计用于比较每种类型的阅读修饰对理解的影响。研究人员从与这些段落的理解问题可接受的表现相关的课程中发现了段落的OR和ROR。尽管学生更喜欢无声阅读,但口头阅读条件更为有效。