Swanson H L
School of Education, University of California-Riverside, 92521, USA.
J Learn Disabil. 1999 Nov-Dec;32(6):504-32. doi: 10.1177/002221949903200605.
The present article provides a meta-analysis of instructional research with samples of children and adolescents with learning disabilities in the domains of word recognition and reading comprehension. The results of the synthesis showed that a prototypical intervention study has an effect size (ES) of .59 for word recognition and .72 for reading comprehension. Four important findings emerged from the synthesis: (a) Effect sizes for measures of comprehension were higher when studies included derivatives of both cognitive and direct instruction, whereas effect sizes were higher for word recognition when studies included direct instruction; (b) effect sizes related to reading comprehension were more susceptible to methodological variation than studies of word recognition; (c) the magnitude of ES for word recognition studies was significantly related to samples defined by cutoff scores (IQ > 85 and reading < 25th percentile), whereas the magnitude of ES for reading comprehension studies was sensitive to discrepancies between IQ and reading when compared to competing definitional criteria; and (d) instructional components related to word segmentation did not enter significantly into a weighted least square hierarchical regression analysis for predicting ES estimates of word recognition beyond an instructional core model, whereas small-group interactive instruction and strategy cuing contributed significant variance beyond a core model to ES estimates of reading comprehension. Implications related to definition and instructional components that optimize the magnitude of outcomes are discussed.
本文对针对学习障碍儿童和青少年在单词识别和阅读理解领域的教学研究进行了荟萃分析。综合分析结果表明，典型干预研究在单词识别方面的效应量（ES）为0.59，在阅读理解方面为0.72。综合分析得出了四个重要发现：（a）当研究包括认知教学和直接教学的衍生方法时，阅读理解测量的效应量更高，而当研究包括直接教学时，单词识别的效应量更高；（b）与单词识别研究相比，与阅读理解相关的效应量更容易受到方法学差异的影响；（c）单词识别研究的ES大小与由截止分数定义的样本（智商>85且阅读成绩<第25百分位数）显著相关，而阅读理解研究的ES大小在与竞争定义标准相比时，对智商和阅读之间的差异敏感；（d）与单词分割相关的教学成分在预测单词识别的ES估计值时，在超出教学核心模型的加权最小二乘层次回归分析中没有显著进入，而小组互动教学和策略提示在超出核心模型的情况下，对阅读理解的ES估计值贡献了显著的方差。讨论了与优化结果大小的定义和教学成分相关的影响。
