评价小学早期阅读干预中志愿者一对一辅导模式的有效性:一项随机对照试验研究

IF 3.5 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

American Educational Research Journal Pub Date : 2021-12-29 DOI:10.3102/00028312211066848

Carrie E. Markovitz, Marc W. Hernandez, E. Hedberg, Heidi W. Whitmore

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引用次数: 6

摘要

本研究考察了美国志愿队的两个项目——明尼苏达州阅读队和威斯康星州阅读队的影响。在这两个项目中，美国志愿队的志愿者利用响应-干预框架，为处于危险中的幼儿园到三年级(K-3)学生提供识字辅导。该评估重复了4年后对该项目进行的随机对照试验评估，并首次评估了在威斯康星州密尔沃基复制的项目模型。两项评估结果显示，接受阅读团单学期辅导的幼稚园和一年级学生的读写能力评估得分显著高于一年级学生，并且在对二年级和三年级学生进行整整一学年的干预后表现出有意义和显著的效果。

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Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study

This study examines the impacts of two AmeriCorps programs, Minnesota Reading Corps and Wisconsin Reading Corps, where AmeriCorps volunteers provide literacy tutoring to at-risk kindergarten through third-grade (K–3) students utilizing a response-to-intervention framework. This evaluation replicates a prior randomized controlled trial evaluation of the program 4 years later and for the first time evaluates the program model replicated in Milwaukee, Wisconsin. The results of the two evaluations showed that kindergarten and first-grade students who received a single semester of Reading Corps tutoring achieved significantly higher literacy assessment scores, and demonstrated meaningful and significant effects after a full-school year of the intervention for second- and third-grade students.

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来源期刊

American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.70

自引率

0.00%

发文量

期刊介绍： The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.