Skill Moderators of the Effects of a Reading Comprehension Intervention
Skill Moderators of the Effects of a Reading Comprehension Intervention
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DOI：
10.1177/0014402918787339
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发表时间：
2019-01-01
影响因子：
2.8
通讯作者：
Davis, John L.
中科院分区：
文献类型：
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作者：
Clemens, Nathan H.;Oslund, Eric;Davis, John L.
本研究利用二次分析的随机对照试验，并调查在何种程度上pretest单词识别效率，阅读流畅性和词汇知识调节干预的影响阅读理解结果的努力读者在六至八年级。鉴于实验干预包括针对单词阅读，阅读流畅性和词汇的组件，我们假设，与相对较强的预测试表现或接受学校实施（照常）干预的学生相比，在这些技能领域具有较低预测试表现的学生将从干预中受益更多。结果表明，前测单词识别效率和词汇量并没有调节干预的效果，但是，调节效果观察到前测口语阅读流畅性，使阅读理解增益较低的前测流畅性的学生在实验干预比学生具有较高的前测流畅性或在比较条件。对慢化效应产生的原因进行了讨论。研究结果强调使用适度分析时，评估多组分干预措施。
This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental intervention included components that targeted word reading, reading fluency, and vocabulary, we hypothesized that students with lower pretest performance in those skill domains would benefit more from the intervention compared to students with relatively stronger pretest performance or students who received school-implemented (business-as-usual) intervention. Results indicated that pretest word identification efficiency and vocabulary did not moderate the effects of the intervention; however, moderation effects were observed for pretest oral reading fluency such that reading comprehension gains of students with lower pretest fluency were greater in the experimental intervention compared to students with higher pretest fluency or in the comparison condition. Reasons for the moderation effect are discussed. Findings underscore the use of moderation analyses when evaluating multicomponent interventions.