Denton Carolyn A, Cirino Paul T, Barth Amy E, Romain Melissa, Vaughn Sharon, Wexler Jade, Francis David J, Fletcher Jack M
University of Texas Health Science Center Houston, Houston, Texas, USA.
J Res Educ Eff. 2011 Jan 1;4(3):208-230. doi: 10.1080/19345747.2010.530127.
This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2 sessions per week, 16 weeks; n = 62) schedules. All at-risk readers, identified through screening followed by 8 weeks of oral reading fluency (ORF) progress monitoring, received the same Tier 2 reading intervention in groups of 2 to 4 beginning in January of Grade 1. Group means were higher in word reading and ORF at the final time point relative to pretest; however, the groups did not differ significantly on any reading outcome or on rates of adequate intervention response. Of potential covariates, site, age, free lunch status, program coverage rate, and tutor were significantly related to student outcomes; however, the addition of these variables in multivariate models did not substantially change results. Rates of adequate intervention response were lower than have been reported for some first-grade interventions of longer duration.
本研究比较了为有阅读困难风险的一年级学生提供补充性小组干预的效果，这些学生被随机分配到三种不同的治疗方案之一：延长方案（每周4次，共16周；n = 66）、集中方案（每周4次，共8周；n = 64）或分散方案（每周2次，共16周；n = 62）。所有通过筛选并在8周的口语阅读流利度（ORF）进展监测后确定的有风险的阅读者，从一年级1月开始，以2至4人的小组形式接受相同的二级阅读干预。与预测试相比，在最后一个时间点，各小组在单词阅读和ORF方面的组均值更高；然而，各小组在任何阅读结果或适当干预反应率上没有显著差异。在潜在的协变量中，地点、年龄、免费午餐状况、项目覆盖率和辅导教师与学生成绩显著相关；然而，在多变量模型中加入这些变量并没有实质性地改变结果。适当干预反应率低于一些持续时间较长的一年级干预措施所报告的比率。
