Wanzek Jeanne, Wexler Jade, Vaughn Sharon, Ciullo Stephen
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.
Read Writ. 2010;23(8):889-912. doi: 10.1007/s11145-009-9179-5.
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.
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。
