Adapted alternating treatment designs were used to evaluate and compare two computer-based phrase-reading interventions in four postsecondary students with an intellectual or developmental disability. Each intervention targeted eight unknown words from each student’s elective college class. For each word, interventions included three stimulus-response–stimulus-response learning trials, which prompted students to read a brief phrase containing an unknown word. During the single-phrase intervention, for each unknown word, three learning trials including the same phrase were presented. During the multiphrase intervention, three different phrases per unknown word were presented. Three generalization phrases were developed for each word. Both interventions increased students’ accurate reading of words embedded in generalization phrases and the entire generalization phrases, with the multiphrase intervention resulting in more rapid learning. Discussion focuses on future research designed to evaluate and enhance the effectiveness of phrase-reading interventions on generalized reading performance in students with disability.

中文翻译：

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比较基于计算机的单短语和多短语干预对残疾高等教育学生广义阅读的影响


采用适应替治疗设计来评估和比较 4 名患有智力或发育障碍的高等教育学生的两种基于计算机的短语阅读干预。每次干预都针对每个学生的大学选修课中的 8 个未知单词。对于每个单词，干预措施包括三个刺激-反应-刺激-反应学习试验，这些试验促使学生阅读一个包含未知单词的简短短语。在单短语干预期间，对于每个未知单词，提出了三个包含相同短语的学习试验。在多短语干预期间，每个未知词呈现三个不同的短语。为每个单词开发了三个泛化短语。这两种干预措施都提高了学生对泛化短语和整个泛化短语中嵌入的单词的准确阅读，多短语干预导致学习速度更快。讨论的重点是旨在评估和提高短语阅读干预对残疾学生一般阅读表现的有效性的未来研究。