Roberts Garrett J, Solis Michael, Ciullo Stephen, McKenna John W, Vaughn Sharon
The University of Texas at Austin, USA
University of Virginia, Charlottesville, USA.
Behav Modif. 2015 Jan;39(1):8-42. doi: 10.1177/0145445514561318. Epub 2014 Dec 29.
Research findings have suggested that reading deficits and problem behaviors are positively related. This synthesis investigated how reading interventions impact behavioral/social skill outcomes by reviewing studies that included (a) a reading intervention without behavioral/social skill components, (b) behavioral/social skill dependent variables, and (c) students in Grades K-12. Fifteen articles were evaluated by the type of reading intervention, associations between positive reading effects and behavioral/social skill outcomes, and The What Works Clearinghouse (WWC) determinants of study ratings. Findings suggested that reading interventions tended to have positive reading outcomes, while behavioral/social skill outcomes were small or negative. Research did not suggest an association between improved reading and behavioral performance, regardless of the WWC study determinants rating. Implications include reading instruction may not be sufficient to improve behavioral and social skill outcomes. Additional research is warranted to investigate the long-term impact of reading on behavioral and social skill outcomes.
研究结果表明，阅读缺陷与问题行为呈正相关。本综述通过回顾以下研究来调查阅读干预如何影响行为/社交技能结果：（a）不包含行为/社交技能成分的阅读干预；（b）行为/社交技能因变量；（c）幼儿园至12年级的学生。根据阅读干预的类型、积极阅读效果与行为/社交技能结果之间的关联以及有效证据中心（WWC）的研究评级决定因素，对15篇文章进行了评估。结果表明，阅读干预往往能带来积极的阅读成果，而行为/社交技能结果则很小或呈负面。无论WWC研究评级决定因素如何，研究均未表明阅读改善与行为表现之间存在关联。这意味着阅读教学可能不足以改善行为和社交技能结果。有必要进行更多研究来调查阅读对行为和社交技能结果的长期影响。
