Department of Developmental and Educational Psychology, Faculty of Psychology and Speech Therapy, Universidad de La Laguna, Campus Guajara s/n, La Laguna, 38200, Tenerife, Canary Islands, Spain.
Florida State University, Tallahassee, FL, USA.
Ann Dyslexia. 2021 Apr;71(1):28-49. doi: 10.1007/s11881-021-00221-5. Epub 2021 Mar 13.
This study examined the role of fidelity in the reading outcomes within a Tier 2 intervention implemented by Spanish kindergarten and first grade school teachers. For this purpose, differences in reading performance growth were analyzed among at-risk students who received a Tier 2 intervention with high fidelity, at-risk students who received the same intervention with medium fidelity, and an at-risk control group that did not receive a Tier 2 intervention. Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. Hierarchical linear modeling analyses were conducted to explore differences in growth rate. The at-risk children in the intervention condition showed a higher growth compared to at-risk children in the control condition, and specifically when the intervention was delivered with a high degree of fidelity.
本研究考察了在西班牙幼儿园和小学教师实施的二级干预中，保真度对阅读结果的作用。为此，分析了接受高保真二级干预的高危学生、接受中等保真二级干预的高危学生和未接受二级干预的高危对照组之间阅读表现增长的差异。使用直接观察和自我报告分析实施保真度。所有学生在学年中评估了三次。采用分层线性模型分析来探讨增长率的差异。干预组的高危儿童与对照组的高危儿童相比，表现出更高的增长率，特别是当干预以高度保真度实施时。
