Reading Comprehension Instruction for Students With Learning Disabilities, 1995-2006: A Meta-Analysis
Reading Comprehension Instruction for Students With Learning Disabilities, 1995-2006: A Meta-Analysis
复制标题
DOI：
10.1177/0741932509355988
复制
发表时间：
2010-11-01
影响因子：
2.4
通讯作者：
Mastropieri, Margo A.
中科院分区：
文献类型：
--
作者：
Berkeley, Sheri;Scruggs, Thomas E.;Mastropieri, Margo A.
本研究采用元分析的方法对近十年来关于提高学习障碍学生阅读理解能力的研究成果进行综合分析。对1995年至2006年间发表的40项研究进行了识别和编码。近2,000名学生参加了会议。干预措施分为基本阅读技能指导，文本增强，提问/策略指导，包括那些纳入同伴中介指导和自我调节。标准参照测量的平均加权效应量为：治疗效应为0.69，维持效应为0.69，泛化效应为0.75。对于常模参考检验，治疗效应的平均效应量为0.52。这些结果略低于以前的荟萃分析，但总体上与其结论一致，即阅读理解干预通常非常有效。研究人员实施的干预措施的结果更高。实践和进一步研究的影响进行了讨论。
Meta-analysis procedures were employed to synthesize findings of research for improving reading comprehension of students with learning disabilities published in the decade following previous meta-analytic investigations. Forty studies, published between 1995 and 2006, were identified and coded. Nearly 2,000 students served as participants. Interventions were classified as fundamental reading skills instruction, text enhancements, and questioning/strategy instruction-including those that incorporated peer-mediated instruction and self-regulation. Mean weighted effect sizes were obtained for criterion-referenced measures: .69 for treatment effects,.69 for maintenance effects, and .75 for generalization effects. For norm-referenced tests, the mean effect size was .52 for treatment effects. These outcomes were somewhat lower than but generally consistent with those of previous meta-analyses in their conclusion that reading comprehension interventions have generally been very effective. Higher outcomes were noted for interventions that were implemented by researchers. Implications for practice and further research are discussed.