Vaughn Sharon, Solís Michael, Miciak Jeremy, Taylor W Pat, Fletcher Jack M
The University of Texas at Austin, Austin, Texas, USA.
University of Virginia, Charlottesville, Virginia, USA and The University of Texas at Austin, Austin, Texas, USA.
J Res Educ Eff. 2016;9(Suppl 1):23-44. doi: 10.1080/19345747.2015.1126386. Epub 2016 Jan 6.
This study examined the effectiveness of a researcher-provided intervention with 4th-graders with significant reading difficulties. The intervention emphasized multi-syllable word reading, fluent reading of high frequency words and phrases, vocabulary, and comprehension. To identify the participants, 1,695 fourth grade students were screened using the Gates MacGinitie Reading Test, and those whose standard score was 85 or lower were included in the study (N=485). Participants were randomly assigned (2:1) to receive either researcher-provided intervention (n=324) or intervention provided by school personnel (business as usual, BAU) (n=161). Findings revealed no statistically significant differences between students in the researcher-provided intervention and BAU groups. Using effect sizes as an indicator of impact, students in the researcher implemented treatment generally outperformed students in the school implemented treatment (BAU). Examining growth in standard scores, both groups made significant gains in reading outcomes with standard score growth from pretest to posttest of 3 standard score points on decoding, 5 on fluency,, and 2.0 to 7 standard score points on reading comprehension measures.
本研究考察了研究人员为有严重阅读困难的四年级学生提供的干预措施的有效性。该干预措施强调多音节单词阅读、高频单词和短语的流畅阅读、词汇以及阅读理解。为了确定参与者，使用盖茨-麦吉尼蒂阅读测试对1695名四年级学生进行了筛查，标准分数为85分或更低的学生被纳入研究（N = 485）。参与者被随机分配（2:1）接受研究人员提供的干预（n = 324）或学校工作人员提供的干预（照常进行，BAU）（n = 161）。研究结果显示，接受研究人员提供干预的学生组和照常进行组之间没有统计学上的显著差异。以效应量作为影响指标，研究人员实施的治疗组学生总体上比学校实施的治疗组（照常进行）学生表现更好。检查标准分数的增长情况，两组在阅读成绩方面都取得了显著进步，从前测到后测，解码的标准分数增长了3分，流畅性增长了5分，阅读理解测量的标准分数增长了2.0至7分。
