Vaughn Sharon, Roberts Greg, Wexler Jade, Vaughn Michael G, Fall Anna-Mária, Schnakenberg Jennifer B
The University of Texas at Austin, USA
The University of Texas at Austin, USA.
J Learn Disabil. 2015 Sep-Oct;48(5):546-58. doi: 10.1177/0022219413515511. Epub 2014 Jan 6.
A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state accountability test and were randomly assigned to one of three treatment conditions and a business as usual (BAU) condition: reading without dropout prevention, reading with dropout prevention, dropout prevention without reading, or a BAU condition. Findings from the 2-year reading intervention (reading with and without dropout prevention combined and BAU) are reported in this article. Students in reading treatment compared to students in BAU demonstrated significant gains on reading comprehension (effect size = .43), and improved reading was associated with better grades in social studies. Findings from this study provide a rationale for further implementation and investigation of intensive intervention for high school students with reading difficulties.
一项针对有严重阅读问题的九年级至十年级学生的为期两年的随机对照试验，每天以小组形式进行50分钟。对照组学生上一门选修课，而接受治疗的学生则接受阅读干预。通过州问责测试不及格来确定有阅读困难的学生，并将他们随机分配到三种治疗条件之一和常规教学（BAU）条件：不进行辍学预防的阅读、进行辍学预防的阅读、不进行阅读的辍学预防或常规教学条件。本文报告了为期两年的阅读干预（进行和不进行辍学预防的阅读合并以及常规教学）的结果。与常规教学组的学生相比，接受阅读治疗的学生在阅读理解方面有显著提高（效应量=0.43），阅读能力的提高与社会研究课程中更好的成绩相关。这项研究的结果为进一步对有阅读困难的高中生实施强化干预并进行调查提供了理论依据。
