Tiers of intervention in kindergarten through third grade
Tiers of intervention in kindergarten through third grade
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DOI：
10.1177/00222194050380060901
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发表时间：
2005-11-01
影响因子：
3
通讯作者：
Fulmer, D
中科院分区：
文献类型：
--
作者：
O'Connor, RE;Harty, KR;Fulmer, D
这项研究测量了对幼儿园至三年级儿童群体增加阅读干预水平的影响，以确定学区学校阅读障碍 (RD) 的严重程度是否可以显着降低。第一级包括阅读教师的专业发展。这项研究的重点是早在幼儿园就为成绩低于平均水平的儿童提供的额外指导。第 2 级干预包括每周 3 次的小组阅读指导，以及第 3 级每日指导，单独或两人一组进行。对幼儿园三年级高危儿童的阅读成绩进行比较发现，在解码、单词识别、流畅性和阅读理解的分层干预中，儿童的阅读成绩存在中度到较大的差异。
This study measured the effects of increasing levels of intervention in reading for a cohort of children in Grades K through 3 to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. Tier 1 consisted of professional development for teachers of reading. The focus of this study is on additional instruction that was provided as early as kindergarten for children whose achievement fell below average. Tier 2 intervention consisted of small-group reading instruction 3 times per week, and Tier 3 of daily instruction delivered individually or in groups of two. A comparison of the reading achievement of third-grade children who were at risk in kindergarten showed moderate to large differences favoring children in the tiered interventions in decoding, word identification, fluency, and reading comprehension.