Denton Carolyn A, Wexler Jade, Vaughn Sharon, Bryan Deanna
Children's Learning Institute, Department of Pediatrics, University of Texas Health Science Center Houston.
Learn Disabil Res Pract. 2008 May 1;23(2):79-89. doi: 10.1111/j.1540-5826.2008.00266.x. Epub 2008 Apr 11.
This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6-8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school's remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school's typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers' ratings of students' social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation for these students is needed.
本研究调查了一项多成分阅读干预措施对有严重阅读困难的中学生的有效性，这些学生都接受了多年的补救和/或特殊教育，但对干预的反应甚微。参与者是38名6至8年级的学生，他们在单词阅读、阅读流畅性和阅读理解方面存在严重缺陷。大多数是有明确残疾的讲西班牙语的英语学习者（ELLs）。几乎所有学生在英语方面，以及ELLs在英语和西班牙语方面，口语词汇都极为有限。学生被随机分配接受研究干预（n = 20）或学校补救阅读或特殊教育班级提供的常规教学（n = 18）。治疗组的学生在13周内每天接受40分钟的明确而系统的小组干预，包括一个基于语音的补救计划的修改版，并增加了英语作为第二语言的练习以及词汇、流畅性和理解策略的教学。结果表明，接受治疗的学生在单词识别、理解或流畅性方面的成绩并不比接受学校常规教学的学生显著更高，而且在研究过程中两组都没有显著增长。在教师对学生社交技能和问题行为的评分与后测解码和拼写成绩之间，以及英语口语词汇成绩与单词识别和理解成绩之间发现了显著相关性。研究人员推测，有最严重阅读困难的中学生，特别是那些ELLs和口语词汇有限的学生，可能需要比本研究中提供的强度大得多的干预。需要进一步直接针对这些学生有效补救特征的研究。
