Wanzek Jeanne, Vaughn Sharon, Roberts Greg, Fletcher Jack M
Except Child. 2011 Fall;78(1):73-87. doi: 10.1177/001440291107800105.
This experimental study reports findings on the effects from a year-long reading intervention providing daily, 50-minute sessions to middle-school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education services as provided by the school. Results indicated statistically significant findings favoring the treatment group for sight word reading fluency following intervention. Small effects were found for phonemic decoding fluency and passage comprehension. No other statistically significant differences were noted between groups. The findings suggest that while gains on word reading fluency resulted from the additional reading treatment, accelerating the reading performance of students identified with learning disabilities may be unlikely to result from a one-year, daily intervention provided to students in groups of 10-15.
本实验研究报告了一项为期一年的阅读干预效果。该干预为65名已确诊有学习障碍的中学生每天提供50分钟的课程，并与55名未接受阅读干预的类似学生进行对比。所有学生继续接受学校提供的特殊教育服务。结果表明，干预后在视觉词阅读流畅性方面，治疗组有统计学意义上的显著结果。在音素解码流畅性和篇章理解方面发现了较小的效果。两组之间未发现其他统计学上的显著差异。研究结果表明，虽然额外的阅读治疗使单词阅读流畅性有所提高，但对已确诊有学习障碍的学生而言，通过为10 - 15人的小组学生提供为期一年的每日干预来加速其阅读表现可能不太可能实现。
