Lovett Maureen W, Lacerenza Léa, De Palma Maria, Frijters Jan C
The Hospital for Sick Children, Toronto, ON, Canada University of Toronto, Toronto, ON, Canada.
The Hospital for Sick Children, Toronto, ON, Canada Toronto Catholic District School Board, Toronto, ON, Canada.
J Learn Disabil. 2012 Mar-Apr;45(2):151-69. doi: 10.1177/0022219410371678. Epub 2011 Dec 19.
Preliminary efficacy data are reported for a research-based reading intervention designed for struggling readers in high school. PHAST PACES teaches (a) word identification strategies, (b) knowledge of text structures, and (c) reading comprehension strategies. In a quasi-experimental design, 268 intervention and 83 waiting list control students meeting criteria for reading disability were assessed before and after their semester. After 60 to 70 hours of PHAST PACES instruction, struggling readers demonstrated significant gains on standardized tests of word attack, word reading, and passage comprehension and on experimental measures of letter-sound knowledge and multisyllabic word identification relative to control students. An average effect size of .68 was revealed across these outcome measures. One year follow-up data on 197 PHAST PACES students revealed an average trend to decelerated growth after the intervention, except for passage comprehension outcomes that demonstrated continued growth over follow-up.
本文报告了一项针对高中阅读困难学生设计的基于研究的阅读干预措施的初步疗效数据。PHAST PACES教授：（a）单词识别策略；（b）文本结构知识；（c）阅读理解策略。在一项准实验设计中，268名接受干预的学生和83名符合阅读障碍标准的候补名单对照学生在学期前后接受了评估。经过60至70小时的PHAST PACES教学后，阅读困难的学生在单词攻击、单词阅读和篇章理解的标准化测试以及字母发音知识和多音节单词识别的实验测试中，相对于对照学生表现出显著进步。这些结果测量的平均效应大小为0.68。对197名PHAST PACES学生的一年随访数据显示，干预后除篇章理解结果在随访中持续增长外，平均呈现增长减速趋势。
