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本文引用的文献

1
The relative effects of group size on reading progress of older students with reading difficulties.小组规模对有阅读困难的大龄学生阅读进步的相对影响。
Read Writ. 2010;23(8):931-956. doi: 10.1007/s11145-009-9183-9.
2
Response to Intervention with Older Students with Reading Difficulties.对有阅读困难的大龄学生进行干预的回应
Learn Individ Differ. 2008;18(3):338-345. doi: 10.1016/j.lindif.2008.05.001.
3
Implementation of response to intervention: a snapshot of progress.干预反应的实施：进展概况
J Learn Disabil. 2009 Jan-Feb;42(1):85-95. doi: 10.1177/0022219408326214.
4
Response to varying amounts of time in reading intervention for students with low response to intervention.针对干预反应较低的学生，阅读干预中不同时长的反应情况。
J Learn Disabil. 2008 Mar-Apr;41(2):126-42. doi: 10.1177/0022219407313426.
5
An evaluation of intensive intervention for students with persistent reading difficulties.对有持续阅读困难的学生进行强化干预的评估。
J Learn Disabil. 2006 Sep-Oct;39(5):447-66. doi: 10.1177/00222194060390050601.
6
The effects of varying group size on the reading recovery approach to preventive early intervention.不同小组规模对阅读恢复预防性早期干预方法的影响。
J Learn Disabil. 2005 Sep-Oct;38(5):456-72. doi: 10.1177/00222194050380050801.
7
Differentiating between difficult-to-remediate and readily remediated poor readers: more evidence against the IQ-achievement discrepancy definition of reading disability.区分难以矫正和易于矫正的阅读能力差的读者：更多证据反对用智商-成就差异来定义阅读障碍。
J Learn Disabil. 2000 May-Jun;33(3):223-38. doi: 10.1177/002221940003300302.
8
Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches.针对重度阅读障碍儿童的强化补救教学：两种教学方法的即时和长期效果
J Learn Disabil. 2001 Jan-Feb;34(1):33-58, 78. doi: 10.1177/002221940103400104.
9
Brain mechanisms for reading words and pseudowords: an integrated approach.阅读单词和假词的脑机制：一种综合方法。
Cereb Cortex. 2002 Mar;12(3):297-305. doi: 10.1093/cercor/12.3.297.

为何对有严重阅读困难的学生进行强化干预是必要的。

WHY INTENSIVE INTERVENTIONS ARE NECESSARY FOR STUDENTS WITH SEVERE READING DIFFICULTIES.

作者信息

Vaughn Sharon, Denton Carolyn A, Fletcher Jack M

机构信息

The University of Texas at Austin.

出版信息

Psychol Sch. 2010 May;47(5):432-444. doi: 10.1002/pits.20481.

DOI:10.1002/pits.20481
PMID:21072127
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC2975106/
Abstract

This article reviews research related to intensive interventions within a Response to Intervention framework. We review the research from studies that provided different levels of intensity of intervention with the goal of establishing a case that movement through less intensive tiers of intervention may not be an effective and responsible approach to addressing the reading difficulties of some students, particularly those with significant reading difficulties or disabilities.

摘要

本文回顾了与回应干预框架内的强化干预相关的研究。我们回顾了来自不同干预强度研究的相关内容，目的是证明对于一些阅读困难的学生，尤其是那些有严重阅读困难或残疾的学生，采用强度较低的干预层级可能并非解决其阅读困难的有效且合理的方法。