基于重复阅读的发展性阅读障碍儿童综合干预研究

A Case Intervention Study Based on Repeated Reading Fluency fora Child With Chinese Dyslexia of Rapid Naming Deficit

采用个案研究的方法,对一名小学二年级发展性阅读障碍儿童进行基于重复阅读的综合教育干预。研究结果表明,干预期间被试阅读流畅性有明显提升,并在干预结束后的追踪期表现出持续的进步,说明兼顾多种阅读因素的重复阅读综合教育干预模式是提高发展性阅读障碍儿童阅读流畅性的有效途径。

This study used a case study design to test the effectiveness of repeated reading for a second grader displaying dyslexia.Intervention effects were examined with reading fluency base on Curriculum-based Measurement.Results showed that repeated reading that takes into account multiple reading-related factors was highly effective in increasing students’reading fluency.