The University of Alabama, Tuscaloosa, USA.
The University of Texas at Austin, USA.
J Learn Disabil. 2022 Sep-Oct;55(5):393-407. doi: 10.1177/00222194211048405. Epub 2021 Nov 19.
For students who show inadequate response to research-based intervention, intensification of intervention using data-based decision making (DBDM) is recommended. There is a paucity of research on upper elementary students related to the efficacy of (a) word reading interventions and (b) DBDM procedures. This randomized controlled trial examined the differential effects of data use at two timepoints to intensify a multisyllabic word reading intervention for Grades 4 and 5 students with or at risk for reading disabilities (RD). Eighty-eight students were randomly assigned to one of three conditions: initial customization of the intervention (IC-only), initial customization with DBDM (IC + DBDM), or a business-as-usual comparison condition. Results indicated that (a) students in both treatment conditions outperformed the comparison condition on multisyllabic word reading and (b) students in the IC + DBDM condition also outperformed comparison students on decoding. Implications, including the use of DBDM in addition to IC-only as well as methods for decision-making within a small-group context, are discussed.
对于那些对基于研究的干预措施反应不足的学生，建议使用基于数据的决策制定（DBDM）来加强干预措施。在与（a）单词阅读干预措施和（b）DBDM 程序相关的小学高年级学生方面，研究还很少。本随机对照试验研究了在两个时间点使用数据来加强对 4 年级和 5 年级阅读障碍（RD）学生或有 RD 风险的学生的多音节单词阅读干预措施的差异效果。88 名学生被随机分配到以下三种条件之一：干预措施的初始定制（仅 IC）、初始定制与 DBDM（IC+DBDM）或常规比较条件。结果表明，（a）治疗组的学生在多音节单词阅读方面的表现均优于对照组，（b）IC+DBDM 组的学生在解码方面也优于对照组学生。讨论了包括除了仅 IC 之外还使用 DBDM 以及在小组环境中进行决策的方法等影响。
