It's never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4-7

作     者：Abbott, SP Berninger, VW 

作者机构：Univ Washington Seattle WA 98195 USA 

出 版 物：《ANNALS OF DYSLEXIA》 (诵读困难纪事)

年 卷 期：1999年第49卷第1期

页      面：223-250页

核心收录：

学科分类：0401[教育学-教育学] 04[教育学] 1002[医学-临床医学] 

主　　题：Alphabets Individual Instruction Instructional Effectiveness Intermediate Grades Junior High Schools Phonics Predictor Variables Reading Difficulties Remedial Reading Teaching Methods Tutorial Programs Word RecognitionNaming Speed 

摘      要：Twenty children in fourth through seventh grade participated in 16 one-hour individual tutorials over a four-month period. Half of the children received structural analysis and alphabet principle training;half received only alphabetic principle training;all received training in orthographic and phonological skills, practice in oval-reading of connected text, and monitoring strategies for comprehension;Results showed that the children improved reliably in reading and related measures. Treatment condition did Mot predict rate of growth. Only rapid automatic naming of letters predicted response to intervention and only on rate of real word reading. Results of this study indicate that upper elementary and middle school students who have not yet mastered accuracy and automaticity of word recognition should be given explicit instruction, in word recognition, especially in the alphabetic principle. The benefits of structural analysis training were evident only in trends for individual students on hierarchical linear modeling (HLM) growth analyses.