Abstract

This study examined the effectiveness of the intensive implementation of a multicomponent reading intervention (Voyager Passport) with 306 fourth-grade students with severe reading difficulties. Students with reading comprehension achievement below the 15th percentile in the fall of fourth grade were randomly assigned to the intensive intervention or to typical school services. Students assigned to the intensive intervention were placed in instructional groups of two to three students and received daily, 45-minute sessions of supplemental, multicomponent reading intervention throughout the school year. Students in the intensive intervention significantly outperformed their peers receiving typical school services in word reading (effect size [ES] = 0.25) and word-reading fluency (ES = 0.19). Study groups performed similarly on measures of reading fluency and comprehension. Ultimately, students with severe reading difficulties accelerated their word reading and word-reading efficiency achievement, but the acceleration was not enough to also accelerate their reading fluency or reading comprehension.

摘要

这项研究检查了强化实施多成分阅读干预（Voyager Passport），其中有306名严重阅读困难的四年级学生。在四年级的秋季，阅读理解水平低于15％的学生被随机分配到强化干预或典型的学校服务中。分配给强化干预措施的学生被安排在由2至3名学生组成的教学小组中，并在整个学年中每天接受45分钟的补充性多成分阅读干预课程。在强化干预下，学生在单词阅读（效果大小[ES] = 0.25）和单词阅读流利程度（ES = 0.19）方面明显优于同龄人。研究组在阅读流利度和理解力方面的表现相似。最终，