Al Otaiba Stephanie, Wanzek Jeanne, Petscher Yaacov, Fluhler Sally, Rivas Brenna, Freudenthal Dayna Russell
Department of Teaching & Learning, Simmons School of Education & Human Development, Southern Methodist University, Dallas, TX, USA.
Special Education, Peabody College, Vanderbilt University, Nashville, TN, USA.
Top Lang Disord. 2023 Apr-Jun;43(2):146-168. doi: 10.1097/tld.0000000000000311.
The purpose of this study was to examine the effects of a virtual intensive reading intervention embedded with mindset training compared to typical reading instruction in a business-as-usual (BAU) condition delivered to fourth grade students with or at-risk for reading disabilities. After screening, the 59 participants were stratified and assigned randomly to condition. Highly trained interventionists delivered the intervention one-to-one with high fidelity and student engagement during the intensive intervention. Classroom teachers delivered the BAU. We examined the effects of the intervention on a variety of standardized timed and untimed measures of word reading and decoding, reading fluency, comprehension, and mindset. We addressed two research questions: What are the effects of intensive virtual reading intervention embedded with mindset training relative to a business-as-usual comparison (BAU) on the reading outcomes of fourth grade students with or at-risk for reading disabilities? Was initial mindset related to student response to intervention? Data analyses examined the main effect and moderation using linear mixed effects models. Significant differences in reading favored the virtual treatment condition for letter and word identification ( = 0.38). No other significant effects were observed. We note limitations in our study and offer directions for future research, including the need to explore additional moderators.
本研究的目的是，将一种嵌入成长型思维训练的虚拟精读干预与常规教学条件下的典型阅读教学进行比较，以此检验其对有阅读障碍或有阅读障碍风险的四年级学生的影响。筛选后，59名参与者被分层并随机分配到不同条件。在强化干预期间，训练有素的干预者以一对一的方式进行高保真且能激发学生参与度的干预。课堂教师负责常规教学。我们考察了干预对各种标准化的定时和不定时单词阅读与解码、阅读流畅性、阅读理解和思维方式测量指标的影响。我们探讨了两个研究问题：相对于常规对照（BAU），嵌入成长型思维训练的强化虚拟阅读干预对有阅读障碍或有阅读障碍风险的四年级学生的阅读成果有何影响？初始思维方式与学生对干预的反应有关吗？数据分析使用线性混合效应模型检验主效应和调节效应。在字母和单词识别方面，阅读的显著差异有利于虚拟治疗组（ = 0.38）。未观察到其他显著影响。我们指出了研究中的局限性，并为未来研究提供了方向，包括探索其他调节因素的必要性。
