Wanzek Jeanne, Vaughn Sharon
Florida State University, USA.
J Learn Disabil. 2008 Mar-Apr;41(2):126-42. doi: 10.1177/0022219407313426.
Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention. Examination of individual student response to intervention indicated that more students in the treatment groups demonstrated accelerated learning over time than students in the comparison condition. Students' responses to the single-dose and double-dose interventions were similar over time. Students in all conditions demonstrated particular difficulties with gains in reading fluency. Implications for future research and practice within response to intervention models are provided.
两项研究考察了针对两组在先前干预后阅读水平较低的一年级学生，不同时长阅读干预的效果。学生被分配到三个组之一，分别接受（a）单次干预剂量、（b）双次干预剂量或（c）无干预。对个体学生干预反应的考察表明，随着时间推移，治疗组中比对照组有更多学生表现出加速学习。随着时间推移，学生对单次剂量和双次剂量干预的反应相似。所有条件下的学生在阅读流畅性提高方面都表现出特别的困难。文中还提供了对干预反应模型未来研究和实践的启示。
