Effects of a Reading Intervention Implemented at Differing Intensities for Upper Elementary Students

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Rachel E. Donegan, Jeanne Wanzek, Stephanie Al Otaiba
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引用次数: 7

Abstract

Students with disabilities who display severe reading difficulties may require intensive interventions in order to make progress. The purpose of this study is to examine the effects of a multicomponent reading intervention implemented at two different intensities, in two separate randomized control trials, for a subset of fourth-grade students who displayed severe reading difficulties, and who had or were at risk for disabilities. We use multilevel models to examine the effect of a standard, less intensive implementation in Study 1, and of a more intensive implementation in Study 2, relative to typical school services. Analyses revealed no significant effects of treatment for the standard, less intensive implementation in Study 1. Significant effects for word reading and word reading fluency outcomes for students assigned to receive the intensive implementation were noted in Study 2. Implications, limitations, and directions for future research are discussed.

不同强度阅读干预对小学高年级学生的影响
表现出严重阅读困难的残疾学生可能需要强化干预才能取得进步。本研究的目的是在两个独立的随机对照试验中,对表现出严重阅读困难的四年级学生和已经或有残疾风险的四年级学生进行两种不同强度的多成分阅读干预的效果。相对于典型的学校服务,我们使用多层模型来检验研究1中标准的、不那么密集的实施和研究2中更密集的实施的效果。分析显示,在研究1中,标准治疗和低强度治疗没有显著效果。在研究2中注意到,被分配接受强化实施的学生在单词阅读和单词阅读流畅性方面的显著效果。讨论了未来研究的意义、局限性和方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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