Stuebing Karla K, Barth Amy E, Trahan Lisa H, Reddy Radhika R, Miciak Jeremy, Fletcher Jack M
Texas Institute for Measurement, Evaluation, and Statistics, Department of Psychology, University of Houston, 4811 Calhoun Rd, 4th Floor, Houston, TX 77204.
Department of Special Education at the University of Missouri-Columbia, 311B Townsent Hall, Columbia, MO 65211.
Rev Educ Res. 2015 Sep 1;85(3):395-429. doi: 10.3102/0034654314555996. Epub 2014 Nov 12.
We conducted a meta-analysis of 28 studies comprising 39 samples to ask the question, "What is the magnitude of the association between various baseline child cognitive characteristics and response to reading intervention?" Studies were located via literature searches, contact with researchers in the field, and review of references from the National Reading Panel Report. Eligible participant populations included at-risk elementary school children enrolled in the third grade or below. Effects were analyzed using a shifting unit of analysis approach within three statistical models: cognitive characteristics predicting growth curve slope (Model 1, mean r r = .21), or postintervention reading controlling for preintervention reading (Model 3, mean r = .15). Effects were homogeneous within each model when effects were aggregated within study. The small size of the effects calls into question the practical significance and utility of using cognitive characteristics for prediction of response when baseline reading is available.
我们对28项研究（包含39个样本）进行了荟萃分析，以探讨“各种基线儿童认知特征与阅读干预反应之间的关联程度如何？”通过文献检索、与该领域研究人员联系以及查阅国家阅读小组报告的参考文献来查找研究。符合条件的参与人群包括就读于三年级或以下的高危小学儿童。在三个统计模型中使用分析单位转移法分析效应：认知特征预测生长曲线斜率（模型1，平均r = 0.21），或在控制干预前阅读情况的前提下分析干预后阅读情况（模型3，平均r = 0.15）。当效应在研究内汇总时，每个模型内的效应是同质的。当有基线阅读数据时，效应规模较小，这使得利用认知特征预测反应的实际意义和效用受到质疑。
