Department of Special Education, University of Kansas, United States.
Department of Reading and Elementary Education, University of North Carolina Charlotte, United States.
J Sch Psychol. 2024 Aug;105:101320. doi: 10.1016/j.jsp.2024.101320. Epub 2024 May 14.
This study reports a secondary analysis from a quasi-experimental design study (N = 13 schools) to examine the effects of aligned Tier 1 (T1) and Tier 2 (T2) instruction for a subsample of fourth graders with inattention and reading difficulties. Of this sample (N = 63 students), 100% received free- or reduced-price lunch, 92% identified as Hispanic, and 22% received special education services. T1 instruction focused on implementing practices to support reading comprehension and content learning during social studies instruction. The aligned T2 intervention focused on remediating reading comprehension difficulties using the same evidence-based practices implemented in T1, thus supporting students with connecting learning and applying skills across settings. Schools were assigned to one of three conditions: (a) aligned T1-T2 instruction; (b) nonaligned T1-T2 instruction, in which T1 and T2 practices were not intentionally aligned; or (c) business-as-usual (BaU) T1 and T2 practices. No significant differences were detected between the nonaligned T1-T2 and BaU conditions on student outcomes. However, large, statistically significant effects were detected in favor of the aligned T1-T2 condition compared to BaU on measures of content knowledge (Unit 1 ES = 0.85; Unit 2 ES = 1.46; Unit 3 ES = 0.79), vocabulary (Unit 1 ES = 0.88; Unit 2 ES = 0.85), and content reading comprehension (ES = 0.79). The aligned T1-T2 condition also outperformed the nonaligned T1-T2 condition on content knowledge (Unit 2 ES = 1.35; Unit 3 ES = 0.56), vocabulary (Unit 1 ES = 0.82), and the content reading comprehension assessment (ES = 0.69). Various effect sizes were not different from zero after correcting for clustered data. Although the magnitude of the effect sizes suggested promise, additional research is needed to fully understand the effects of aligned instruction on the reading outcomes of students with inattention and reading difficulty.
本研究报告了一项准实验设计研究（N=13 所学校）的二次分析结果，旨在考察注意力不集中和阅读困难的四年级学生接受 T1 和 T2 教学的效果。在该样本中（N=63 名学生），100%的学生享受免费或减价午餐，92%的学生是西班牙裔，22%的学生接受特殊教育服务。T1 教学侧重于在社会研究教学中实施支持阅读理解和内容学习的实践。对齐的 T2 干预侧重于使用 T1 中实施的相同循证实践来矫正阅读理解困难，从而支持学生在不同环境中连接学习和应用技能。学校被分配到以下三种条件之一：（a）对齐的 T1-T2 教学；（b）非对齐的 T1-T2 教学，其中 T1 和 T2 实践没有被有意对齐；（c）常规的 T1 和 T2 教学。在学生成绩方面，未发现非对齐的 T1-T2 与常规教学之间存在显著差异。然而，与常规教学相比，对齐的 T1-T2 条件在内容知识（单元 1 ES=0.85；单元 2 ES=1.46；单元 3 ES=0.79）、词汇（单元 1 ES=0.88；单元 2 ES=0.85）和内容阅读理解（ES=0.79）方面的效果更大，且具有统计学意义。对齐的 T1-T2 条件在内容知识（单元 2 ES=1.35；单元 3 ES=0.56）、词汇（单元 1 ES=0.82）和内容阅读理解评估（ES=0.69）方面也优于非对齐的 T1-T2 条件。在对聚类数据进行校正后，各种效果大小与零无差异。虽然效果大小的幅度表明有希望，但需要进一步研究以充分了解对齐教学对注意力不集中和阅读困难学生阅读成绩的影响。
