This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students’ goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at-risk for reading difficulties (n = 25, M_age = 8.99, SD = 0.38). Using a quasi-experimental pre-test/post-test efficacy trial design, effects of the intervention on phonological awareness, listening comprehension, accuracy, fluency, reading comprehension, and motivation were assessed. Results indicate that compared with students who received Cognitive-Only reading intervention, students who received the combined Cognitive plus Motivational reading intervention showed greater gains in reading comprehension and phonological awareness. Findings provide preliminary evidence that supplementing cognitive reading intervention with the proposed motivational program can improve the reading performance of students at-risk for reading difficulties.

这项研究评估了将小组认知阅读干预与针对学生的目标，情绪和自我效能信念的动机计划相结合对三年级有阅读困难风险的学生的阅读成绩和动机的影响（n = 25 ，M_年龄= 8.99，SD= 0.38）。使用准实验的前测/后测功效试验设计，评估了干预对语音意识，听力理解，准确性，流利度，阅读理解和动机的影响。结果表明，与接受纯认知阅读干预的学生相比，接受认知与动机阅读干预相结合的学生在阅读理解和语音意识方面的收获更大。研究结果提供了初步的证据，表明用拟议的动机计划补充认知阅读干预可以提高有阅读困难风险的学生的阅读表现。