Scammacca Nancy K, Roberts Greg, Vaughn Sharon, Stuebing Karla K
University of Texas at Austin, USA
University of Texas at Austin, USA.
J Learn Disabil. 2015 Jul-Aug;48(4):369-90. doi: 10.1177/0022219413504995. Epub 2013 Oct 3.
This meta-analysis synthesizes the literature on interventions for struggling readers in Grades 4 through 12 published between 1980 and 2011. It updates Scammacca et al.'s analysis of studies published between 1980 and 2004. The combined corpus of 82 study-wise effect sizes was meta-analyzed to determine (a) the overall effectiveness of reading interventions studied over the past 30 years, (b) how the magnitude of the effect varies based on student, intervention, and research design characteristics, and (c) what differences in effectiveness exist between more recent interventions and older ones. The analysis yielded a mean effect of 0.49, considerably smaller than the 0.95 mean effect reported in 2007. The mean effect for standardized measures was 0.21, also much smaller than the 0.42 mean effect reported in 2007. The mean effects for reading comprehension measures were similarly diminished. Results indicated that the mean effects for the 1980-2004 and 2005-2011 groups of studies were different to a statistically significant degree. The decline in effect sizes over time is attributed at least in part to increased use of standardized measures, more rigorous and complex research designs, differences in participant characteristics, and improvements in the school's "business-as-usual" instruction that often serves as the comparison condition in intervention studies.
这项荟萃分析综合了1980年至2011年间发表的关于4至12年级阅读困难学生干预措施的文献。它更新了斯卡马卡等人对1980年至2004年间发表的研究的分析。对包含82个研究层面效应量的合并语料库进行了荟萃分析，以确定：(a)过去30年所研究的阅读干预措施的总体有效性；(b)效应量大小如何因学生、干预措施和研究设计特征而变化；以及(c)较新的干预措施与较旧的干预措施在有效性上存在哪些差异。分析得出的平均效应量为0.49，远低于2007年报告的0.95的平均效应量。标准化测量的平均效应量为0.21，也远低于2007年报告的0.42的平均效应量。阅读理解测量的平均效应量也同样有所下降。结果表明，1980 - 2004年和2005 - 2011年这两组研究的平均效应量在统计学上有显著差异。效应量随时间的下降至少部分归因于标准化测量的使用增加、研究设计更加严格和复杂、参与者特征的差异，以及学校“照常营业”教学的改进，而这种教学在干预研究中常常作为对照条件。
