Improving fluency in at-risk readers and students with learning disabilities

被引：23
|
作者：
Allinder, RM
Dunse, L
Brunken, CD
Obermiller-Krolikowski, HJ
机构：
[1] Univ Nebraska, Dept Special Educ & Commun Disorders, Lincoln, NE 68583 USA
[2] Geneve Nebraska Support Serv Cooperative, Geneva, NE USA
来源：
REMEDIAL AND SPECIAL EDUCATION | 2001年 / 22卷 / 01期
关键词：
D O I：
10.1177/074193250102200106
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
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.
引用
收藏
页码：48 / 54
页数：7
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