Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention.

IF 3 3区心理学 Q1 Social Sciences

School Psychology Review Pub Date : 2010-01-01

Sharon Vaughn, Paul T Cirino, Jeanne Wanzek, Jade Wexler, Jack M Fletcher, Carolyn D Denton, Amy Barth, Melissa Romain, David J Francis

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Abstract

This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension, Participants scored below a proficiency level on their slate accountability test and were compared to a similar group of struggling readers receiving school-provided instruction. All students received the benefits of content area teachers who participated in researcher-provided professional development designed to integrate vocabulary and comprehension practices throughout the school day (Tier 1). Students who participated in the Tier 2 intervention showed gains on measures of decoding, fluency, and comprehension, but differences relative to students in the comparison group were small (median d = +0.16). Students who received the re searcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups.

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初中阅读困难学生对干预的反应:一级和二级干预的效果。

这项研究对一组六年级学生进行了为期一年、由研究者提供的二级(中学)干预的有效性进行了检验。干预强调单词识别、词汇量、流畅性和理解力。参与者在石板责任测试中得分低于熟练水平，并与接受学校提供指导的类似群体进行比较。所有学生都从参与研究者提供的专业发展的内容区教师那里获益，这些专业发展旨在将词汇和理解实践整合到整个学校(第1层)。参与第2层干预的学生在解码、流利性和理解方面表现出进步，但与对照组的学生相比差异很小(中位数d = +0.16)。接受研究者提供的干预的学生在单词攻击、拼写、国家问责措施、段落理解和音位解码效率方面的得分明显高于接受比较干预的学生，尽管大多数情况下是在特定的子组中。

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

School Psychology Review Social Sciences-Education

CiteScore

6.90

自引率

20.00%

发文量

期刊介绍： School Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies and the evaluation of these approaches. SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community.