Vaughn Sharon, Wanzek Jeanne, Wexler Jade, Barth Amy, Cirino Paul T, Fletcher Jack, Romain Melissa, Denton Carolyn A, Roberts Greg, Francis David
The University of Texas at Austin, 1 University Station, D4900, Austin, TX 78712-0365, USA.
Read Writ. 2010;23(8):931-956. doi: 10.1007/s11145-009-9183-9.
This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group, and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh- and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis based on specific students' needs (e.g., increased focus on comprehension or word study).
本研究报告了一项为期一年的二级干预的相关效果，该干预对比了大组、小组以及学校提供的干预措施，这些措施着重于针对有阅读困难的七年级和八年级学生进行单词学习、词汇发展、流利度和阅读理解方面的训练。研究结果表明，在小组规模或干预措施方面，几乎没有统计学上的显著结果或临床上的显著进步。研究结果还表明，对于来自高贫困率学校的七年级和八年级学生而言，每天50分钟的课程不太可能显著加速其阅读成绩。相反，研究结果表明，要实现这一目标，需要更全面的模式，包括更广泛的干预（如更多时间、甚至更小的小组）、持续时间更长（多年）的干预，以及根据特定学生的需求在重点上有所不同的干预（如增加对阅读理解或单词学习的关注）。
