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Generalization of isolated word training to connected text: A comparison of generalization strategies.

机译：隔离词训练到关联文本的泛化：泛化策略的比较。

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摘要

This study compared the effects of three generalization strategies utilized during isolated word training on generalization to connected text. The train and hope (TH) generalization strategy was utilized by training accurate responding to target words in isolation using a flashcard intervention and hoping that generalization to connected text would occur in the absence of specific programming. The fluency building (FB) generalization strategy was employed by training accurate and rapid responding to target words. The multiple exemplar (ME) generalization strategy was utilized by practicing the target words in individually and in sentences. Results indicated that all generalization strategies resulted in increased accuracy of words read in isolation and in context. Performance over time was relatively stable across conditions.;Students in the TH condition demonstrated a degree of spontaneous generalization to connected text after receiving two sessions of a flashcard intervention that did not include procedures specifically designed to promote generalization. Results suggested that building accuracy of target words in isolation and hoping for generalization was an effective instructional strategy for many students. While significant performance differences in context between the FB and ME conditions were not observed, implementation of the FB and ME generalization strategies during instruction resulted in a greater degree of generalization connected text than use of the TH strategy. This finding suggests that utilizing generalization strategies during isolated word training that include procedures specifically designed to elicit generalization may be the most effective way to promote generalization to connected text.
机译：本研究比较了孤立词训练中使用的三种泛化策略对关联文本的泛化效果。使用了火车和希望（TH）归纳策略，该方法通过使用抽认卡干预孤立地训练​​对目标词的准确响应，并希望在没有特定编程的情况下可以对连接的文本进行归纳。通过训练对目标词的准确而快速的响应来使用流利性构建（FB）泛化策略。通过在目标词和句子中练习目标词来利用多样本（ME）概括策略。结果表明，所有泛化策略都提高了孤立和上下文中阅读单词的准确性。在不同条件下，随着时间的推移，性能会相对稳定。；在TH条件下，学生在接受了两次记忆卡干预（未包括专门设计用来促进泛化的过程）后，表现出一定程度的自发性泛化到关联文本。结果表明，孤立地建立目标词的准确性并希望对其进行概括是许多学生有效的教学策略。尽管未观察到FB和ME条件之间在上下文方面的显着性能差异，但在教学过程中实施FB和ME泛化策略比使用TH策略导致泛化关联文本的程度更高。这一发现表明，在孤立的单词训练过程中利用泛化策略，包括专门设计用于引起泛化的过程，可能是促进泛化成关联文本的最有效方法。

著录项

  • 作者

    Vogel, Kimberly Joy.;

  • 作者单位

    Oklahoma State University.;

  • 授予单位 Oklahoma State University.;
  • 学科 Education Philosophy of.;Education Reading.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 82 p.
  • 总页数 82
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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