Family Involvement in Elementary Reading Intervention: Compensatory Relations to Dosage and Tutor-Level Heterogeneity

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-01-02 DOI:10.1177/07419325231217313

G. J. Hall, David C. Parker, Peter M. Nelson, Sophia Putzeys

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Abstract

We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps and growth in oral reading fluency was stronger when students spent fewer hours in tutoring, suggesting that family involvement in tiered reading intervention can compensate for receiving less intervention dosage. There was noticeable variation in this effect across tutors, suggestive of tutor-level heterogeneity of this relation. The relation between sending family engagement materials to families and the materials that are returned to tutors also substantially varied across tutors. We discuss findings in terms practical significance for school-based academic intervention systems. We highlight limitations and opportunities for future directions as well.

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小学阅读干预中的家庭参与：剂量和导师水平异质性的补偿关系

我们利用三年一次的基于阅读课程的口语阅读流利度测量数据，这些数据来自11834名参加循证第二级阅读干预项目（Reading Corps）的二、三年级学生，目的是研究家庭参与干预在多大程度上可以缓冲较低干预剂量带来的负面影响。当学生接受辅导的时间较少时，家庭参与 "阅读军团 "与口语阅读流利性增长之间的关系更强，这表明家庭参与分层阅读干预可以弥补接受较少干预剂量的影响。这种效应在不同辅导员之间存在明显差异，表明这种关系在辅导员层面存在异质性。向家庭发送家庭参与材料与辅导教师收到的材料之间的关系在不同辅导教师之间也存在很大差异。我们讨论了研究结果对校本学业干预系统的实际意义。我们还强调了未来发展方向的局限性和机遇。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.