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

小学阅读能力的提升：基于策略和同伴辅助干预的有效性和干预机制的理论驱动评估。

• 批准号: 416138139
• 负责人: Professorin Dr. Vanessa A. Völlinger
• 金额: --
• 依托单位: Abteilung Diagnostik und Förderung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2018
• 资助国家: 德国
• 起止时间: 2017-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/416138139?language=en
• 关键词: Promotion; reading; competence; elementary; Theory

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).

研究方法论领域的专家多次指出评估干预项目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）并非基于理论模型（2），并且缺乏对潜在干预机制的研究。因此，本研究的目的是： 1．评估基于理论的阅读干预，旨在提高基础（阅读流畅性、词汇量）和更高水平（阅读策略）阅读能力。 2. 测试切换重复设计（前后随访）干预的有效性，并使用学生表现发展的连续数据（进度监控）。 3. 使用复杂的中介模型来审查假设的干预机制。 4. 使用过程数据（学生之间互动的视频）测试干预中同伴支持的机制。该干预计划基于阅读理解的理论中介模型（Völlinger、Spörer、Lubbe & Brunstein，2018），该模型也可用于该计划有效性的统计测试。因此，计划研究的研究问题集中在（1）干预计划的整体有效性和（2）哪些变量介导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有效性，将通过多层次分析来分析在前后跟踪测试研究设计中评估的学生阅读能力以及使用基于课程的测量持续评估的学生表现发展（另请参阅 Völlinger、Supac 和 Brunstein（2018）了解单案例实验设计的多层次分析的使用）。该研究设计可以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成分（阅读理解中介因素）以及小组工作中同伴协助的影响（小组过程中介因素）。为了分析预期的小组过程调解员，学生一起阅读文本时将被录像。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。将使用定量内容分析来评估视频。在统计分析中，将使用多级中介模型（Preacher、Zyphur 和Zhang，2010；Schünemann、Spörer、Völlinger 和Brunstein，2017）。