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阅读干预 3-12年级学生的阅读干预 有意义的单词阅读困难
Alexis N Boucher1, Bethany H Bhat2, Nathan H Clemens2
1The University of Tennessee-Knoxville, USA.
Journal of learning disabilities
|November 8, 2023
概括
阅读干预措施对具有显著文字阅读困难 (SWRD) 的学生产生了小但显著的积极影响,包括那些患有阅读障碍的学生. 增加的干预时间与更好的结果相关,尽管在现实世界中仍需要进行阅读改进.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 语言学的语言学.
背景情况:
- 阅读困难的学生经常在识别单词方面扎.
- 显著的文字阅读困难 (SWRD) 影响到3-12年级的学生,包括患有或面临阅读障碍的个人.
- 有效的干预措施对于改善这一群体的阅读成果至关重要.
研究的目的:
- 评估阅读干预措施对三年级到十二年级的SWRD学生的影响.
- 确定干预特征,如教学组件和剂量,与改善阅读结果的学生与SWRD.
主要方法:
- 对22项研究进行了元分析,包括208个效果大小.
- 对患有SWRD的学生进行了干预效应分析,SWRD定义为在文字阅读指标上标准得分为80或以下.
- 亚组和调节者分析检查了伪词阅读,流利性和干预剂量影响的影响.
主要成果:
- 对于患有SWRD的学生,发现阅读干预措施具有统计学意义的积极整体效应 (g = 0.14).
- 干预表明对伪词阅读 (g = 0.38) 和伪词阅读流性 (g = 0.29) 有显著的积极影响.
- 增加的总干预时间与阅读结果的改善正相关 (β = 0.003).
结论:
- 阅读干预措施对SWRD学生的文字阅读产生了小但统计学上显著的积极影响.
- 虽然干预措施可以提高特定的技能,如假词阅读,但需要增强通用现实世界阅读的方法.
- 剂量,特别是总干预时间,是与这群人干预成功相关的关键因素.
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