Vaughn Sharon, Cirino Paul T, Wanzek Jeanne, Wexler Jade, Fletcher Jack M, Denton Carolyn D, Barth Amy, Romain Melissa, Francis David J
The University of Texas at Austin, The Meadows Center for Preventing Educational Risk.
School Psych Rev. 2010;39(1):3-21.
This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension, Participants scored below a proficiency level on their slate accountability test and were compared to a similar group of struggling readers receiving school-provided instruction. All students received the benefits of content area teachers who participated in researcher-provided professional development designed to integrate vocabulary and comprehension practices throughout the school day (Tier 1). Students who participated in the Tier 2 intervention showed gains on measures of decoding, fluency, and comprehension, but differences relative to students in the comparison group were small (median d = +0.16). Students who received the re searcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups.
本研究考察了为期一年、由研究人员提供的二级（中级）干预措施对一组六年级学生的效果。该干预措施强调单词识别、词汇、流畅性和阅读理解。参与者在学业水平问责测试中的得分低于熟练水平，并与另一组接受学校提供教学的阅读困难学生进行了比较。所有学生都受益于参与了研究人员提供的专业发展培训的学科教师，这些培训旨在将词汇和阅读理解练习融入到整个学校日的教学中（一级干预）。参与二级干预的学生在解码、流畅性和阅读理解方面有所提高，但与对照组学生相比，差异较小（中位数d = +0.16）。接受研究人员提供干预的学生在单词攻击、拼写、学业水平问责测试、篇章理解和音素解码效率等方面的得分显著高于接受对照干预的学生，不过多数情况是在特定子群体中。
