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

研究方法学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;唐纳森，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（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。评估一种基于理论的阅读干预，其目标是更基础的（阅读流利度、词汇）以及更高水平的（阅读策略）阅读能力。2.测试干预的有效性，在切换重复设计（前后随访）和使用连续数据对学生的表现发展（进展监测）。3.通过使用复杂的中介模型来审查干预的假设机制。4.使用过程数据（学生之间互动的视频）来测试同伴支持在干预中的机制。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）干预计划的总体有效性和（2）哪些变量介导干预对阅读理解的目标变量的影响。为了评估该计划的整体有效性，将通过多水平分析对学生的阅读能力进行评估，这些能力是在前后跟踪测试研究设计中评估的，以及使用基于统计的测量方法对学生的表现发展进行持续评估（另见Völlinger，Supanc和Brunstein（2018），以了解对单一案例实验设计的多水平分析）。本研究设计允许的结果评估的培训效果，以及测试的性能发展的学生通过斜率和单一情况下的效果大小。 潜在的中介的培训效果的分析将集中在培训的组成部分（阅读理解中介），以及在小组工作的同伴援助的影响（组过程调解人）。为了分析预期的群体过程中介，学生将在一起阅读课文时进行录像。重点将放在小组的反馈和互动过程以及合作阅读时策略应用的质量上。将使用定量内容分析对视频进行评估。对于统计分析，将使用多层次中介模型（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).