Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study
Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study
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DOI：
10.1177/00222194060390050401
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发表时间：
2006-09-01
影响因子：
3
通讯作者：
Fuchs, Douglas
中科院分区：
文献类型：
--
作者：
Al Otaiba, Stephanie;Fuchs, Douglas
这项研究的主要目的是确定学生的特征，这些特征可以可靠地预测对一般有效的早期扫盲干预的反应和无反应。参与者是104名儿童，其中包括7名有特殊需要和个性化教育计划(IEP)的儿童，他们在幼儿园和一年级进行了测试。在儿童参加最佳实践教学(A)在幼儿园和一年级，(B)仅在幼儿园，(C)仅在一年级，或(D)在这两年都没有参加的两年后，确定是否有反应/无反应状态。这促进了对三组人的研究。反应总是灵敏的学生在两年中都达到了反应标准。有时，反应灵敏的学生只需一年就能达到标准。无论哪一年，反应迟钝的学生都不符合标准。多变量方差分析和判别函数分析表明，三组在问题行为、言语记忆、句子模仿、句法意识、词汇、命名速度和分段方面的测量结果存在显著差异。命名速度、词汇、句子模仿、问题行为和干预量的组合正确预测了82.1%的无反应学生、30.0%的有时反应学生和84.1%总是反应的学生。来自幼儿园和一年级的50名学生在本应是三年级的年末再次进行了测试。除了1名接受干预的无反应学生外，所有接受干预的学生都被确定为需要特殊教育，并有阅读目标的IEP。
The primary purpose of this study was to identify student characteristics that reliably predict responsiveness and nonresponsiveness to generally effective early literacy interventions. Participants were 104 children, including 7 with special needs and Individualized Education Programs (IEPs), who were tested in kindergarten and first grade. Responsiveness/nonresponsiveness status was determined after 2 years during which children participated in best practice instruction (a) in kindergarten and first grade, (b) in kindergarten only, (c) in first grade only, or (d) in neither year. This facilitated the study of three groups. Always responsive students met responsiveness criteria in both years. Sometimes responsive students met the criteria in only one year. Nonresponsive students did not meet the criteria in either year. Multivariate analysis of variance and discriminant function analysis indicated that the three groups were reliably different from one another on measures of problem behavior, verbal memory, sentence imitation, syntactic awareness, vocabulary, naming speed, and segmentation. A combination of naming speed, vocabulary, sentence imitation, problem behavior, and amount of intervention correctly predicted 82.1% of nonresponsive students, 30.0% of sometimes responsive students, and 84.1% of always responsive students. Fifty students from kindergarten and first grade were tested again at the end of what should have been their third-grade year. All but 1 of the nonresponsive students who received intervention had been identified as requiring special education and had an IEP with reading goals.