在有阅读障碍或有阅读障碍风险的小学生的基础阅读干预研究中检查保真度报告

IF 2.1 3区 教育学 Q1 EDUCATION, SPECIAL
Katlynn Dahl-Leonard, Colby Hall, Philip Capin, Emily J. Solari, Alisha Demchak, William J. Therrien
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引用次数: 2

摘要

尽早获得循证阅读干预可以改善有阅读困难或有阅读困难风险的学生的结果。此外,教师实施阅读干预对阅读干预的效果起着关键作用。先前的研究表明,干预实施忠诚度对学生语言和识字结果的影响对表现较差的学生和残疾学生(如阅读障碍)更为显著。然而,最近的综合研究表明,只有不到一半的阅读干预研究报告了治疗保真度数据。这项荟萃分析检查了K-5年级阅读障碍学生或有阅读障碍风险的学生在阅读干预研究中的保真度报告。我们旨在记录保真度报告的频率和程度,探索研究或干预特征与保真度报告之间的关联,并比较报告保真度和未报告保真度的研究的平均干预效果大小。共纳入51项研究。结果表明,75%的研究报告了保真度数据。报告保真度的研究主要集中在依从性和剂量数据上,很少或根本没有报告保真度其他维度的信息(即质量、反应性、差异性)。讨论了改进治疗保真度数据报告的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia

Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia

Early access to evidence-based reading intervention improves outcomes for students with or at risk for reading difficulties. Additionally, teacher implementation of reading interventions plays a key role in the efficacy of reading interventions. Previous research suggests the influence of intervention implementation fidelity on student language and literacy outcomes is more significant for lower-performing students and students with disabilities, such as dyslexia. However, recent syntheses have suggested that less than half of reading intervention studies report treatment fidelity data. This meta-analysis examined fidelity reporting within reading intervention studies for students with or at risk for dyslexia in Grades K–5. We aimed to record the frequency and extent of fidelity reporting, explore associations between study or intervention features and fidelity reporting, and compare mean intervention effect sizes for studies reporting fidelity and those that did not. A total of 51 studies were included. Results indicated that 75% of studies reported fidelity data. Studies reporting fidelity primarily focused on adherence and dosage data with little to no information reported for other dimensions of fidelity (i.e., quality, responsiveness, differentiation). Suggestions for improving reporting of treatment fidelity data are discussed.

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来源期刊
Annals of Dyslexia
Annals of Dyslexia Multiple-
CiteScore
4.90
自引率
8.70%
发文量
25
期刊介绍: Annals of Dyslexia is an interdisciplinary, peer-reviewed journal dedicated to the scientific study of dyslexia, its comorbid conditions; and theory-based practices on remediation, and intervention of dyslexia and related areas of written language disorders including spelling, composing and mathematics. Primary consideration for publication is given to original empirical studies, significant review, and well-documented reports of evidence-based effective practices. Only original papers are considered for publication.
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