Département d'éducation et formation spécialisées, Université du Québec à Montréal, C.P. 8888, Succ. Centre-ville, Montreal, Quebec, H3C 3P8, Canada.
Prev Sci. 2011 Mar;12(1):70-9. doi: 10.1007/s11121-010-0182-5.
Students' inattention is predictive of reading problems and of non-response to effective reading intervention. In this randomized study, 58 first-grade classrooms located in 30 schools were assigned to a control condition or to one of two intervention conditions. In these last two conditions, peer-tutoring activities were conducted to improve classroom reading instruction. In one of the intervention conditions, the Good Behavior Game was also implemented to maximize students' attention during reading lessons. Both interventions were effective: peer-tutoring activities helped students improve their reading skills and attention was generally higher when the Good Behavior Game was implemented. Contrary to expectations however, students identified as inattentive at pretest did not become better readers when the two interventions were implemented.
学生注意力不集中可预测阅读问题，以及对有效阅读干预的无反应。在这项随机研究中，30 所学校的 58 个一年级教室被分配到对照组或两种干预组之一。在后两种情况下，进行同伴辅导活动以改善课堂阅读教学。在其中一种干预措施中，还实施了良好行为游戏，以最大限度地提高学生在阅读课上的注意力。这两种干预措施都很有效：同伴辅导活动帮助学生提高了阅读技能，并且当实施良好行为游戏时，注意力通常更高。然而，与预期相反的是，在实施这两种干预措施时，被认定为注意力不集中的学生并没有成为更好的读者。
