小学高年级阅读困难学生的阅读干预措施：20年研究综述
Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research.
作者信息
Wanzek Jeanne, Wexler Jade, Vaughn Sharon, Ciullo Stephen
机构信息
Florida State University, School of Teacher Education and Florida Center for Reading Research, C234B Psychology, 1107 Call St., P.O. Box 306-4304, Tallahassee, FL 32306, USA.
出版信息
Read Writ. 2010;23(8):889-912. doi: 10.1007/s11145-009-9179-5.
Abstract
A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9-11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions.
摘要
本文对四年级和五年级（9至11岁）有阅读困难和残疾的学生的阅读干预现有研究进行了综述。共找到并综合了13项采用治疗/对照研究设计的研究以及11项单组或单受试者研究。这24项研究的结果显示，理解干预措施对研究人员开发的理解测量指标有显著效果。单词识别干预措施对一系列阅读成果产生了小到中等程度的影响。实施词汇和多成分干预措施的研究较少。
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