Burns Matthew K, Duke Nell K, Cartwright Kelly B
University of Missouri.
University of Michigan.
Sch Psychol. 2023 Jan;38(1):30-41. doi: 10.1037/spq0000519.
Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021), by computing effect sizes from 333 studies that were reported in 26 meta-analyses. Interventions that targeted word recognition (effect size = 0.44) and language comprehension (effect size = 0.62) had statistically significant effects for striving readers, and interventions that targeted active self-regulation (effect size = 0.46) and bridging processes (effect size = 0.70) had medium-to-large median effects on reading. We found (a) large effects of interventions for striving readers focused on text structure, verbal reasoning, and vocabulary; (b) moderate effects for fluency, language structure, motivation, and phonics; and (c) limited research included in meta-analyses for several components of the AVR, including cultural and other content knowledge. The components unique to the AVR added significant variance in reading. Analyses suggest there are many intervention targets available to school psychologists as they work toward social justice in reading outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
阅读成果的不平等可能是学校心理学家面临的最重大的社会正义问题，学校心理学家需要更好地理解阅读理论及其在干预中的应用，以便更好地应对这一重要问题。本研究通过计算26项元分析报告的333项研究的效应量，考察了阅读的主动观（AVR；杜克和卡特赖特，2021）。针对单词识别（效应量=0.44）和语言理解（效应量=0.62）的干预措施对努力阅读者有统计学上的显著效果，而针对主动自我调节（效应量=0.46）和衔接过程（效应量=0.70）的干预措施对阅读有中等到较大的中位数效应。我们发现：（a） 针对努力阅读者的干预措施对文本结构、言语推理和词汇有很大影响；（b） 对流畅性、语言结构、动机和语音学有中等影响；（c） 元分析中针对AVR的几个组成部分（包括文化和其他内容知识）的研究有限。AVR独有的组成部分在阅读中增加了显著的方差。分析表明，在学校心理学家努力实现阅读成果的社会正义时，有许多干预目标可供他们选择。（PsycInfo数据库记录（c）2023美国心理学会，保留所有权利）
