The effects of Success for All in the Netherlands on the reading achievement of first-grade students at risk of reading problems

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2023-06-01 DOI:10.1016/j.stueduc.2023.101257

Mariëtte Hingstman , Matthijs J. Warrens , Simone Doolaard , Roel J. Bosker

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Abstract

This article reports outcomes of a quasi-experimental evaluation of Success for All (SfA), a comprehensive school reform program that has recently been introduced in the Netherlands. The Response to Intervention framework is used to describe how SfA supports students at different Tiers. The effects of SfA on five reading subskills were investigated for first-grade students at risk of reading problems. 299 students from two different cohorts were involved. Multilevel analyses demonstrated a significant effect of SfA on reading comprehension (ES = +0.26) in the first cohort. For the second cohort and the other reading subskills, mostly small positive effects of SfA were found, though these effects were not statistically significant. Furthermore, the relationship between tutoring intensity and reading achievement was examined. In the second cohort, a significant negative association of tutoring intensity with word and text reading skills was found. Implementation issues that may have impacted the outcomes are discussed.

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荷兰“人人成功”计划对有阅读问题风险的一年级学生阅读成绩的影响

本文报告了荷兰最近推出的一项全面的学校改革计划“人人成功”（SfA）的准实验评估结果。干预反应框架用于描述SfA如何支持不同层次的学生。研究了SfA对有阅读问题风险的一年级学生的五项阅读亚技能的影响。来自两个不同群体的299名学生参与了研究。多层次分析表明，在第一组中，SfA对阅读理解有显著影响（ES=+0.26）。对于第二组和其他阅读亚组，发现了SfA的大多数小的积极作用，尽管这些作用在统计学上并不显著。此外，还考察了辅导强度与阅读成绩之间的关系。在第二组中，发现辅导强度与单词和文本阅读技能呈显著负相关。讨论了可能影响结果的实施问题。

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

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.

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