A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers.
A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers.
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DOI：
10.3102/0034654308325998
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发表时间：
2009-03-01
影响因子：
11.2
通讯作者：
Schnakenberg JW
中科院分区：
文献类型：
--
作者：
Edmonds MS;Vaughn S;Wexler J;Reutebuch C;Cable A;Tackett KK;Schnakenberg JW
本文报告了1994年至2004年之间进行的干预研究与高年级学生（6-12年级）与阅读困难的综合。干预解决解码，流畅性，词汇和理解包括如果他们衡量的影响阅读理解。找到并综合了29项研究。13项研究符合荟萃分析的标准，治疗组和对照组学生之间理解结果差异的加权平均值的效应量（ES）为0.89。单词水平的干预与治疗和对照学生之间的理解结果ES = 0.34相关。理解教学的老年人挣扎的读者的影响。
This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6–12) with reading difficulties. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. Twenty-nine studies were located and synthesized. Thirteen studies met criteria for a meta-analysis, yielding an effect size (ES) of 0.89 for the weighted average of the difference in comprehension outcomes between treatment and comparison students. Word-level interventions were associated with ES = 0.34 in comprehension outcomes between treatment and comparison students. Implications for comprehension instruction for older struggling readers are described.
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影响因子：
2
作者：
Freeland, JT;Skinner, CH;Smith, S
通讯作者：
Smith, S
影响因子：
4.2
作者：
Baumann, JF;Edwards, EC;Olejnik, S
通讯作者：
Olejnik, S
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3.6
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作者：
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通讯作者：
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