The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention.
The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention.
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DOI：
10.1177/00222194211010349
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发表时间：
2022-07
影响因子：
3
通讯作者：
Grills A
中科院分区：
文献类型：
--
作者：
Daniel J;Vaughn S;Roberts G;Grills A
为了满足有阅读困难的不同学生群体的需求，过去十年中大多数研究人员设计并实施了多成分阅读干预措施（MCRI），在多个阅读领域提供指导，产生了不同的结果。当前的研究评估了学生的基线单词阅读技能是否可以预测他们对 MCRI 的反应。对一项针对有阅读困难的三年级和四年级学生（N = 128）的随机对照试验的数据进行了分析。结果表明，基线单词阅读是学生年终阅读理解表现的重要预测因素。与那些单词阅读分数相对较高的学生相比，基线单词阅读能力较低的治疗组学生在后测阅读理解方面的表现明显较低。研究结果表明，对于单词阅读能力低于平均水平的高年级小学生来说，单词阅读教学的重要性，也表明需要根据个人读者的需求定制阅读干预措施。
To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students’ baseline word reading skills predict their response to a MCRI. Data from a randomized controlled trial for third- and fourth-grade students with reading difficulties (N = 128) were analyzed. Results demonstrate that baseline word reading was a significant predictor of students’ end-of-year reading comprehension performance. Treatment group students who had lower baseline word reading compared with those students with comparatively higher word reading scores performed significantly lower on posttest reading comprehension. Findings denote the importance of word reading instruction for upper elementary students who are below-average word readers and also indicate the need for tailoring reading intervention to align with individual reader needs.
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