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Effective Instruction for Persisting Dyslexia in Upper Grades: Adding Hope Stories and Computer Coding to Explicit Literacy Instruction

机译：坚持高年级阅读障碍的有效教学：在明确的素养教学中增加希望故事和计算机编码

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Children in grades 4 to 6 (N=14) who despite early intervention had persisting dyslexia (impaired word reading and spelling) were assessed before and after computerized reading and writing instruction aimed at subword, word, and syntax skills shown in four prior studies to be effective for treating dyslexia. During the 12 two-hour sessions once a week after school they first completed HAWK Letters in Motion© for manuscript and cursive handwriting, HAWK Words in Motion© for phonological, orthographic, and morphological coding for word reading and spelling, and HAWK Minds in Motion© for sentence reading comprehension and written sentence composing. A reading comprehension activity in which sentences were presented one word at a time or one added word at a time was introduced. Next, to instill hope they could overcome their struggles with reading and spelling, they read and discussed stories about struggles of Buckminister Fuller who overcame early disabilities to make important contributions to society. Finally, they engaged in the new Kokopelli's World (KW)©, blocks-based online lessons, to learn computer coding in introductory programming by creating stories in sentence blocks (). Participants improved significantly in hallmark word decoding and spelling deficits of dyslexia, three syntax skills (oral construction, listening comprehension, and written composing), reading comprehension (with decoding as covariate), handwriting, orthographic and morphological coding, orthographic loop, and inhibition (focused attention). They answered more reading comprehension questions correctly when they had read sentences presented one word at a time (eliminating both regressions out and regressions in during saccades) than when presented one added word at a time (eliminating only regressions out during saccades). Indicators of improved self-efficacy that they could learn to read and write were observed. Reminders to pay attention and stay on task needed before adding computer coding were not needed after computer coding was added.
机译：在4到6年级（N = 14）的儿童中，尽管进行了早期干预，但仍持续存在诵读困难（单词阅读和拼写受损），并且在针对四项先前研究显示的针对子词，单词和语法技能的计算机阅读和写作指导之前和之后进行了评估，有效治疗阅读障碍。在每周放学的12个两个小时的课程中，每周一次，他们首先完成HAWK Letters in Motion©用于手稿和草书手写，HAWK Words in Motion©用于语音，正字法和形态学编码的单词阅读和拼写，以及HAWK Mind in Motion ©用于句子阅读理解和书面句子撰写。引入了一项阅读理解活动，在该活动中，句子一次出现一个单词，或者一次出现一个添加单词。接下来，为了灌输希望，他们可以克服阅读和拼写方面的困难，他们阅读并讨论了克服早期残疾为社会做出重要贡献的富勒（Buckminister Fuller）斗争的故事。最后，他们参加了新的基于块的在线课程Kokopelli's World（KW）©，通过在句子块中创建故事来学习入门编程中的计算机编码（）。参与者在阅读障碍的标志性单词解码和拼写缺陷，三种语法技能（口语构造，听力理解和书面写作），阅读理解（解码为协变量），手写，正字法和形态编码，正字环和抑制（集中注意力）。他们阅读句子时一次提出一个单词（消除了扫视过程中的消退和退缩），比一次提出一个额外单词（消除了扫视过程中的消退）时，他们正确回答了更多的阅读理解问题。观察到他们可以学习读写的自我效能提高的指标。添加计算机编码后，无需提醒并留意在添加计算机编码之前需要执行的任务。

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