Donnelly Patrick M, Huber Elizabeth, Yeatman Jason D
Institute for Learning and Brain Sciences, University of Washington, Seattle, WA, United States.
Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, United States.
Front Psychol. 2019 Aug 23;10:1900. doi: 10.3389/fpsyg.2019.01900. eCollection 2019.
A major achievement of reading research has been the development of effective intervention programs for struggling readers. Most intervention studies employ a pre-post design, to examine efficacy, but this precludes the study of growth curves over the course of the intervention program. Determining the time-course of improvement is essential for cost-effective, evidence-based decisions on the optimal intervention dosage. The goal of this study was to analyze reading growth curves during an intensive summer intervention program. A cohort of 31 children (6-12 years) with reading difficulties ( = 21 with dyslexia diagnosis) were enrolled in 160 h of intervention occurring over 8 weeks of summer vacation. We collected behavioral measures over 4 sessions assessing decoding, oral reading fluency, and comprehension. Mixed-effects modeling of longitudinal measurements revealed a linear dose-response relationship between hours of intervention and improvement in reading ability; there was significant linear growth on every measure of reading skill and none of the measures showed non-linear growth trajectories. Decoding skills showed substantial growth [ = 0.85 (WJ Basic Reading Skills)], with fluency and comprehension growing more gradually [ = 0.41 (WJ Reading Fluency)]. These results highlight the opportunity to improve reading skills over an intensive, short-term summer intervention program, and the linear dose-response relationship between duration and gains enables educators to set reading level goals and design a treatment plan to achieve them.
阅读研究的一项主要成就是为阅读困难者开发了有效的干预计划。大多数干预研究采用前后测设计来检验疗效，但这排除了对干预计划过程中增长曲线的研究。确定改善的时间进程对于就最佳干预剂量做出具有成本效益的、基于证据的决策至关重要。本研究的目的是分析强化暑期干预计划期间的阅读增长曲线。一组31名有阅读困难的儿童（6 - 12岁，其中21名被诊断为诵读困难）参加了在暑假8周内进行的160小时干预。我们在4个阶段收集了行为测量数据，评估解码、口头阅读流利度和阅读理解。对纵向测量的混合效应建模揭示了干预时长与阅读能力提高之间的线性剂量反应关系；每项阅读技能测量指标都有显著的线性增长，且没有一项指标显示出非线性增长轨迹。解码技能有显著增长[效应量 = 0.85（韦氏儿童智力量表基础阅读技能）]，流利度和阅读理解增长较为缓慢[效应量 = 0.41（韦氏儿童智力量表阅读流利度）]。这些结果凸显了通过强化短期暑期干预计划提高阅读技能的机会，而且时长与收获之间的线性剂量反应关系使教育工作者能够设定阅读水平目标并设计实现这些目标的治疗计划。
