ABSTRACT

This within-subjects experimental study investigated the relative effects of word reading and word meaning instruction (WR+WM) compared to word-reading instruction alone (WR) on the accuracy, fluency, and word meaning knowledge of 4^th-5^th graders with dyslexia. We matched word lists on syllables, phonemes, frequency, number of definitions, and concreteness. We assigned half the words to WR and half to WR+WM. Word reading accuracy, word reading fluency, and word meaning knowledge were measured at pretest, immediately following each intervention session, and at posttest, administered immediately following the 12, 45-minute, daily instructional sessions. Compared to WR instruction alone, WR+WM significantly improved accuracy (d = 0.65), fluency (d = 0.43), and word meaning knowledge (d = 1.92) immediately following intervention, and significantly improved accuracy (d = 0.74), fluency (d = 0.84), and word meaning knowledge (d = 1.03) at posttest. Findings support the premise that word meaning knowledge facilitates accurate and fluent word reading, and that instruction explicitly integrating word reading and word meaning may be an effective support for upper elementary students with dyslexia.

 抽象的

这项受试者内实验研究调查了单词阅读和词义指导 (WR+WM) 与单独单词阅读指导 (WR) 相比对 4^年级-5^年级学生的准确性、流利性和词义知识的相对影响。阅读障碍。我们根据音节、音素、频率、定义数量和具体性来匹配单词列表。我们将一半的字分配给 WR，一半分配给 WR+WM。单词阅读准确性、单词阅读流畅性和单词含义知识在预测试时、每次干预课程之后立即进行测量，而在后测试时，则在 12 次、45 分钟的每日教学课程之后立即进行测量。与单独的WR指令相比，WR+WM在干预后显着提高了准确性（ d = 0.65）、流畅性（ d = 0.43）和词义知识（ d = 1.92），并且显着提高了准确性（ d = 0.74）、流畅性（d = 1.92）。 d = 0.84），以及后测词义知识（ d = 1.03）。研究结果支持这样的前提：词义知识有助于准确和流利的单词阅读，并且明确地将单词阅读和词义结合起来的教学可能是对患有阅读障碍的高年级小学生的有效支持。