An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention
An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention
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DOI：
10.1080/19345747.2010.530127
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发表时间：
2011-01-01
影响因子：
1.8
通讯作者：
Fletcher, Jack M.
中科院分区：
文献类型：
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作者：
Denton, Carolyn A.;Cirino, Paul T.;Fletcher, Jack M.
本研究比较了对有阅读困难风险的一年级学生随机分为三种不同的治疗方案之一：延长(每周4次，16周；n=66)、集中(每周4次，8周；)或分布式(每周2次，16周；n=62)的小组干预对阅读结果的影响。所有高危读者，通过筛选和8周的口语阅读流利性(ORF)进度监测，从1年级的1月开始，在2至4岁的小组中接受相同的二级阅读干预。与前测相比，小组在最后时间点的单词阅读和ORF的平均数更高；然而，两组在任何阅读结果或适当的干预反应率上没有显著差异。在潜在的协变量中，地点、年龄、免费午餐状态、项目覆盖率和导师与学生结果显著相关；然而，在多变量模型中添加这些变量并没有显著改变结果。适当的干预反应率低于一些持续时间较长的一级干预措施的报告。
This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2 sessions per week, 16 weeks; n = 62) schedules. All at-risk readers, identified through screening followed by 8 weeks of oral reading fluency (ORF) progress monitoring, received the same Tier 2 reading intervention in groups of 2 to 4 beginning in January of Grade 1. Group means were higher in word reading and ORF at the final time point relative to pretest; however, the groups did not differ significantly on any reading outcome or on rates of adequate intervention response. Of potential covariates, site, age, free lunch status, program coverage rate, and tutor were significantly related to student outcomes; however, the addition of these variables in multivariate models did not substantially change results. Rates of adequate intervention response were lower than have been reported for some first-grade interventions of longer duration.