In the English language, students who read words accurately but have impairments in reading fluency are under-studied. The associated difficulties they have with comprehending text make it particularly important to delineate effective interventions for these students. Counter to suggestions that these readers need interventions focused on text reading, we examined the effects of a decoding-focused intervention. The intervention targeted decoding-related skills, including speeded training on sublexical spelling patterns. We examined the efficacy of this program for students with fluency-defined disabilities, and compared gains to those for students with accuracy-defined disabilities. In the initial phase of the program, readers with fluency-defined disabilities made greater gains in fluency, while readers with accuracy-defined disabilities made larger gains in word reading accuracy. The mean fluency score for readers with fluency-defined disabilities came within the average range across the intervention, as did reading comprehension for both groups. Readers' mastery on speeded learning of sublexical spelling patterns predicted unique variance in fluency outcomes, beyond variance accounted for by pre-test fluency and word reading accuracy. The results support intervention approaches focused on decoding-related skills for students who have fluency-defined disabilities and are consistent with theories of reading fluency that identify a role for automaticity with sublexical spelling patterns.

中文翻译：

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提高阅读流畅度障碍儿童的英语阅读流畅度和理解力

在英语中，那些能准确阅读单词但阅读流畅性有障碍的学生被低估了。他们在理解文本方面遇到的相关困难使得为这些学生描述有效的干预措施尤为重要。与这些读者需要针对文本阅读进行干预的建议相反，我们检查了以解码为重点的干预的效果。干预针对的是与解码相关的技能，包括对亚词汇拼写模式的加速训练。我们检查了该计划对流利定义的残疾学生的效果，并将收益与准确定义的残疾学生的收益进行了比较。在计划的初始阶段，有流利定义的障碍的读者在流利度方面取得了更大的进步，而有准确度定义障碍的读者在单词阅读准确度上取得了更大的进步。有流利定义障碍的读者的平均流利度得分在整个干预的平均范围内，两组的阅读理解也是如此。读者对亚词汇拼写模式的快速学习的掌握预测了流利结果的独特差异，超出了预测试流利度和单词阅读准确性所解释的差异。结果支持干预方法，重点是针对具有流利定义的残疾的学生的解码相关技能，并且与阅读流利的理论一致，该理论确定了具有亚词汇拼写模式的自动化作用。有流利定义障碍的读者的平均流利度得分在整个干预的平均范围内，两组的阅读理解也是如此。读者对亚词汇拼写模式的快速学习的掌握预测了流利结果的独特差异，超出了预测试流利度和单词阅读准确性所解释的差异。结果支持干预方法，重点是针对具有流利定义的残疾的学生的解码相关技能，并且与阅读流利的理论一致，该理论确定了具有亚词汇拼写模式的自动化作用。有流利定义障碍的读者的平均流利度得分在整个干预的平均范围内，两组的阅读理解也是如此。读者对亚词汇拼写模式的快速学习的掌握预测了流利结果的独特差异，超出了预测试流利度和单词阅读准确性所解释的差异。结果支持干预方法，重点是针对具有流利定义的残疾的学生的解码相关技能，并且与阅读流利的理论一致，该理论确定了具有亚词汇拼写模式的自动化作用。超出由预测试流利度和单词阅读准确性解释的差异。结果支持干预方法，重点是针对具有流利定义的残疾的学生的解码相关技能，并且与阅读流利的理论一致，该理论确定了具有亚词汇拼写模式的自动化作用。超出由预测试流利度和单词阅读准确性解释的差异。结果支持干预方法，重点是针对具有流利定义的残疾的学生的解码相关技能，并且与阅读流利的理论一致，该理论确定了具有亚词汇拼写模式的自动化作用。