Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later?
Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later?
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DOI：
10.1037/a0033663
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发表时间：
2014-02-01
影响因子：
4.9
通讯作者：
Vaughn, Michael G.
中科院分区：
文献类型：
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作者：
Blachman, Benita A.;Schatschneider, Christopher;Vaughn, Michael G.
尽管有数据支持早期阅读干预的益处，但对这些干预的长期教育影响的评价很少，大多数随访研究持续时间不到2年（Suggate，2010）。这项研究使用随机设计评估了在完成8个月阅读干预后十多年的阅读结果，其中二年级和三年级学生是根据较差的单词水平技能选择的（Blachman等人，2004年）。最初的69名参与者中有58名（84%）参与了这项研究。与对照组相比，治疗组在阅读和拼写测量方面表现出中等至较小的效应量优势。在单词识别的标准化测量上，治疗组和对照组之间存在中等效应量的统计学显著差异（即，伍德考克基本技能集群，d = 0.53;伍德考克单词识别，d = 0.62），主要的，但不是唯一的，干预的重点。对其他阅读和拼写措施的统计检验没有达到统计学意义的阈值。与其他教育成果相关的数据模式，如高中毕业，有利于治疗参与者，尽管差异并不显著。
Despite data supporting the benefits of early reading interventions, there has been little evaluation of the long-term educational impact of these interventions, with most follow-up studies lasting less than 2 years (Suggate, 2010). This study evaluated reading outcomes more than a decade after the completion of an 8-month reading intervention using a randomized design with 2nd and 3rd graders selected on the basis of poor word-level skills (Blachman et al., 2004). Fifty-eight (84%) of the original 69 participants took part in the study. The treatment group demonstrated a moderate to small effect size advantage on reading and spelling measures over the comparison group. There were statistically significant differences with moderate effect sizes between treatment and comparison groups on standardized measures of word recognition (i.e., Woodcock Basic Skills Cluster, d = 0.53; Woodcock Word Identification, d = 0.62), the primary, but not exclusive, focus of the intervention. Statistical tests on other reading and spelling measures did not reach thresholds for statistical significance. Patterns in the data related to other educational outcomes, such as high school completion, favored the treatment participants, although differences were not significant.