学生行为评分和对一级阅读干预的反应:哪些学生没有受益?
Wilhelmina van Dijk1, Christopher Schatschneider2, Stephanie Al Otaiba3
1Department of Special Education and Rehabilitation Counseling, Utah State University, Logan, Utah, USA.
概括
核心阅读指导对大多数学生来说是有效的,但对那些行为评分很低或很高的学生来说是不有效的. 差异化教学本身可能无法支持有行为问题学生的阅读成长.
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
- 特殊教育 特殊教育
背景情况:
- 核心阅读指导和干预措施根据学生的认知和技能水平表现出不同的效果.
- 对情感特征的证据有限,尽管有问题的学生往往对阅读干预反应不佳.
研究的目的:
- 确定核心阅读干预有效的学生行为评级范围.
- 分析学生行为对个人化学生指导 (ISI) 一级阅读干预措施有效性的影响.
主要方法:
- 利用了来自ISI干预的七项独立研究中的3,024名K-3学生的数据集.
- 采用整合性数据分析来汇集数据并估计学生行为评级的约翰逊 - 尼曼间隔.
- 在课堂内和课堂之间检查了治疗效应.
主要成果:
- 通过ISI干预,有效地提高了阅读分数 (b=0.51,p=.020,d=0.08).
- 非常低或非常高的行为评分 (-0.95 - 2.87) 的学生没有受益.
- 平均问题行为较高 (0.05 - 4.25) 的教室的学生没有从ISI中受益.
结论:
- 核心阅读干预措施可能是有效的,但并不普遍适用于所有学生.
- 学生的行为显著缓和阅读干预措施的有效性.
- 区分教学本身不足以提高有行为挑战的学生的阅读能力.
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