Promotion of reading competence in elementary school: Theory-driven evaluation of the effectiveness and intervening mechanisms of a strategy-based and peer-assisted intervention.

研究方法论领域的专家一再指出评估干预计划的过程和干预机制的必要性(Beelmann，Malti，Noam&Sommer，2018；Chen，2005；Donaldson，2001；Patry&Perrez，2000)。不幸的是，这个问题在很大程度上被忽视了。值得注意的是，绝大多数阅读干预措施(1)不是基于理论模型(2)，缺乏对潜在干预机制的研究。因此，本研究的目的是：1.评估以阅读流利性、词汇量为目标的理论阅读干预，以及更高层次(阅读策略)的阅读干预。2.使用学生成绩发展的连续数据(进度监控)，在转换式复制设计中检验干预的有效性(前后跟踪)。3.使用复杂的中介模型考察干预的假想机制。4.使用过程数据(学生互动视频)检验同伴支持在干预中的作用机制。该干预计划基于阅读理解的理论中介模型(Völlinger，Spörer，Lubbe&Brunstein，2018)，该模型也可用于对该计划的有效性进行统计检验。因此，计划研究的研究问题集中在(1)干预方案的整体有效性和(2)哪些变量中介了干预对阅读理解目标变量的影响。为了评估该计划的整体效果，将使用多水平分析来分析在后续测试设计之前评估的学生的阅读能力以及使用基于课程的测量持续评估的学生的表现发展(另见Völlinger，SupancandBrunstein(2018)关于单案例实验设计的多水平分析的使用)。这项研究设计允许对培训效果进行结果评估，并通过斜率和单例效应大小来测试学生的表现发展。对培训效果的潜在中介因素的分析将侧重于培训组成部分(阅读理解中介)以及小组工作中同伴协助的影响(小组过程中介)。为了分析预期的小组过程调解人，学生们将在一起阅读课文时被录像。重点将放在小组中的反馈和互动过程以及合作阅读时策略应用的质量上。这些视频将使用定量的内容分析进行评估。对于统计分析，将使用多级调解模型(Preacher，Zyphur&Zhang，2010；Schünemann，Spörer，Völlinger&Brunstein，2017)。

Experts in the field of research methodology have repeatedly pointed out the necessity of evaluating the processes and intervening mechanisms of intervention programs (Beelmann, Malti, Noam & Sommer, 2018; Chen, 2005; Donaldson, 2001; Patry & Perrez, 2000). Unfortunately, this issue has been ignored for the most part. Remarkably, the vast majority of reading interventions are (1) not based on a theoretical model (2) and research on potential intervening mechanisms is lacking. Therefore, the aims of the present study are:1. To evaluate a theory-based reading intervention targeting more basal (reading fluency, vocabulary) as well as higher-level (reading strategies) reading competencies. 2. To test the effectiveness of the intervention in a switching replications design (pre-post-follow-up) and using continuous data on students’ performance development (progress monitoring). 3. To review the hypothesized mechanisms of the intervention by using a complex mediation model. 4. To test the mechanisms of peer support in the intervention using process data (videos of the interaction between students). The intervention program is based on a theoretical mediation model of reading comprehension (Völlinger, Spörer, Lubbe & Brunstein, 2018), which can also be used for statistical testing of the program’s effectiveness. Therefore, the research questions of the planned study focus on (1) the overall effectiveness of the intervention program and (2) which variables mediate the effects of the intervention on the target variable of reading comprehension. To evaluate the overall effectiveness of the program, students’ reading competence assessed in a pre-post-follow-up test study design as well as students’ performance development assessed continuously using curriculum-based measurements will be analyzed with multilevel analysis (see also Völlinger, Supanc & Brunstein (2018) for the use of multilevel analysis of single-case experimental designs). This study design allows for an outcome evaluation of training effects as well as for testing the performance development of students by means of slopes and single-case effect sizes. The analysis of potential mediators of the training effects will focus on training components (reading comprehension mediators) as well as on the effects of peer assistance in small-group work (group process mediators). For the analysis of expected group process mediators, students will be videotaped while reading a text together. The focus will be on feedback and interaction processes in the groups as well as on the quality of strategy application when reading cooperatively. The videos will be evaluated using a quantitative content analysis. For the statistical analysis, multilevel mediation models will be used (Preacher, Zyphur & Zhang, 2010; Schünemann, Spörer, Völlinger & Brunstein, 2017).