دانلود مقاله اثر آموزش تکمیلی خواندن بر نتایج سلاست
چکیده
روش
نتایج
بحث
منابع
Abstract
Method
Results
Discussion
References
چکیده
تحقیقات از اثربخشی آموزش فشرده سوادآموزی برای کودکان دارای ناتوانی ذهنی متوسط و سندرم داون (DS) حمایت می کند. با این حال، بسیاری از متون دارای معیارهایی هستند که با مداخلات ارزیابی شده همسو هستند. با وجود نقش فزاینده آنها در آموزش، معیارهای مبتنی بر برنامه درسی (CBM) به ندرت در خواندن مطالعاتی که شامل DS است، مشخص می شود. افزایش استفاده از CBM در تحقیقات پتانسیل ارائه بینشی در مورد اثربخشی مداخله و رفع نگرانی های مربوط به کاربرد رویکردهای پیش بینی شده در CBM را دارد. این مطالعه طراحی تک موردی از CBM برای بررسی عملکرد کودکان مبتلا به DS (N = 17) استفاده کرد که تا حد زیادی در اقدامات همسو با مداخله پس از مداخله خواندن فشرده دستاوردهایی را نشان دادند. نتایج مدل‌سازی چند سطحی با اثرات قابل‌توجه (0.05>p) به تسلط حرف و صدای اول کاهش یافت. بیش از 29٪ از شرکت کنندگان به اهداف ایجاد شده با استفاده از روشی که از CBM مشتق شده است، دست یافتند. یافته‌ها پیامدهایی برای مطالعات آینده و اجرای مداخلات سوادآموزی برای کودکان مبتلا به DS دارند.
توجه! این متن ترجمه ماشینی بوده و توسط مترجمین ای ترجمه، ترجمه نشده است.
Abstract
Research supports the efficacy of intensive literacy instruction for children with moderate intellectual disabilities and Down syndrome (DS). However, much of the literature features measures closely aligned with evaluated interventions. Despite their increasing role in instruction, curriculum-based measures (CBM) are rarely featured in reading studies involving DS. Increasing the use of CBM in research has the potential to provide insight into the effectiveness of intervention and address concerns regarding the utility of approaches predicated on CBM. This single-case design study used CBM to examine the performance of children with DS (N = 17) who had largely exhibited gains on intervention-aligned measures following an intensive reading intervention. Results of multilevel modeling were mixed, with significant (p < .05) effects relegated to letter- and first-sound fluency. No more than 29% of participants met goals created using a procedure derived from CBM. Findings have implications for future studies and implementation of literacy interventions for children with DS.
Introduction
Over the past 2 decades, the focus of reading instruction for children with moderate and severe intellectual disabilities (ID; i.e., IQ approximately ≤ 50; deficits in adaptive behavior; Boat & Wu, 2015) has shifted from functional or sight word reading to more advanced reading components necessary for independence (e.g., decoding, comprehension; Ahlgrim-Delzell & Rivera, 2015). Although children with moderate ID display lower performance in reading relative to their peers (Allor et al., 2014), research suggests this population benefits from systematic, direct literacy instruction (Dessemontet et al., 2019). In addition to moderate ID, the developmental profile of Down syndrome (DS)— a genetic disorder occurring in 14 of every 10,000 births—includes relative strengths in visual processing coupled with deficits in expressive language, phonological awareness, word attack, and other skills with the potential to attenuate otherwise effective reading instruction (Cologon et al., 2011; Grieco et al., 2015).
Results and analyses
On average, participants received 35.41 intervention sessions (SD =12.32; range =20– 64). Intervention sessions were delivered over an average of 10.59 weeks (SD =2.85; range =5–15). Participants mastered an average of 5.71 lessons (SD =3.37; range = 0–8). Descriptive statistics for dependent measures appear in Table 2. Figure 1 graphically depicts study outcomes.
Visual analysis. For measures of correct items per min, 35% of participants (n =6) exhibited data patterns consistent with response to instruction for LSF and ORF. Responsiveness was observed in approximately 29% of participants (n =5) on WIF and FSF measures.