阅读前测与PACT社会研究结果的关系：技能-治疗相互作用的证据

IF 2.1 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2025-08-03 DOI:10.1177/07419325251358402

Matthew K. Burns, Alida Hudson, Lauren Artzi, Katherine Drummond, Iliana Brodziak De Los Reyes, Isabelle D’Souza, Monica E. Romero, Nikita Mc Cree

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引用次数: 0

摘要

先前关于促进青少年文本理解（PACT）的研究发现，结果在学生水平上存在显著差异。作为一项更大的评估研究的一部分，目前的研究调查了来自13所中学的1376名八年级学生潜在的技能与治疗的相互作用。在阅读理解和阅读流畅性的干预前测量中，实验组学生在社会研究内容知识的测量中得分高于对照组学生，这些学生在阅读理解和阅读流畅性的干预前测量中得分低于平均值1个标准差，处于平均值，高于平均值1个标准差。使用社会研究内容知识，测试前的阅读理解和流畅性导致曲线下面积估计为0.77 (95% CI =[。]76, 0.78])和0.56 (95% CI =[。55.57])。两组预测数据都确定了一个接近30百分位数的阈值。因此，在干预前阅读技能的基础上，PACT似乎存在技能与治疗的相互作用。

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Relationship Between Reading Pretest and Social Studies Outcomes From PACT: Evidence for a Skill-by-Treatment Interaction

Previous research on Promoting Adolescent Comprehension of Text (PACT) found significant student-level variability in outcomes. The current study examined a potential skill-by-treatment interaction with 1,376 eighth-grade students from 13 middle schools as part of a larger evaluation study. Treatment students scored higher than control students on a measure of social studies content knowledge among students who scored 1 SD below the mean, at the mean, and 1 SD above the mean on preintervention measures of reading comprehension and reading fluency. Using social studies content knowledge, pretest reading comprehension and fluency resulted in estimates of area under the curve of .77 (95% CI = [.76, .78]) and .56 (95% CI = [.55, .57]), respectively. Both sets of pretest data identified a threshold score that approximated the 30th percentile. Thus, there appeared to be a skill-by-treatment interaction for PACT based on preintervention reading skills.

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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.