Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties.
Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties.
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DOI：
10.1177/0741932519865263
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发表时间：
2021-06-01
期刊：
影响因子：
--
通讯作者：
Miciak J
中科院分区：
文献类型：
--
作者：
Roberts GJ;Vaughn S;Roberts G;Miciak J
本研究调查了问题行为在多大程度上与为期一年的多成分阅读干预的四年级和五年级的阅读困难的学生的反应相关的因素。在无声阅读效率和理解测试（阅读流畅性和理解筛选指标）中得分≤85分的学生（n = 108）被随机分配到研究人员提供的治疗条件（n = 55）或照常比较条件（n = 53）。结果表明，问题行为与较低的阅读理解结果。研究结果还表明，在Gates-MacGintie阅读测试中，治疗条件下具有较高水平的整体问题行为和外化行为的学生优于对照条件下的类似学生（p <0.05）。未来的研究需要如何最好地识别，开发和适应有效的干预措施，为学生的阅读困难和问题行为在全校范围内的反应干预框架。
This study investigated the extent to which problem behaviors were factors associated with response to a year-long multicomponent reading intervention for fourth- and fifth-grade students with reading difficulties. Students scoring ≤85 standard score on the Test of Silent Reading Efficiency and Comprehension (n = 108), a reading fluency and comprehension screener measure, were randomized to the researcher-provided treatment condition (n = 55) or the business-as-usual comparison condition (n = 53). Results indicated that problem behaviors were associated with lower reading comprehension outcomes. Findings also suggested that students with higher levels of overall problem behaviors and externalizing behaviors in the treatment condition outperformed similar students in the comparison condition on the Gates-MacGinitie Reading Test (p < .05). Future research is needed on how to best identify, develop, and adapt effective interventions for students with reading difficulties and problem behaviors within school-wide response to intervention frameworks.
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影响因子：
3.6
作者：
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通讯作者：
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DOI：
10.1111/j.1469-7610.2004.00366.x
发表时间：
2005-05-01
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发表时间：
1995-01-01
影响因子：
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