This randomized controlled trial examined the impact of adaptive, web-based, scaffolded silent reading instruction on 426 fourth- and fifth-grade students in an urban US school district. Reading proficiency was evaluated in the fall and spring using the Group Reading Assessment Diagnostic Evaluation (GRADE) and an eye movement recording system (Visagraph). Fall GRADE scores and demographic factors were used to pair students. One member of each pair was then randomly assigned to the treatment or control condition and their pair to the alternate condition. During scheduled 25-minute supplemental literacy blocks, students in the control group received “business-as-usual” reading instruction, whereas the treatment group engaged in scaffolded silent reading instruction. Structural equation modeling indicated that scaffolded silent reading instruction produced significantly larger gains on measures of reading efficiency in grade 4 and significantly larger gains on the GRADE reading achievement measures in grade 5. Implications for practice and future research are discussed.

中文翻译：

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适应性、基于网络、支架式无声阅读教学对 4 年级和 5 年级学生阅读成绩的影响

这项随机对照试验检查了适应性的、基于网络的、支架式默读教学对美国城市学区的 426 名四年级和五年级学生的影响。阅读能力在秋季和春季使用小组阅读评估诊断评估 (GRADE) 和眼动记录系统 (Visagraph) 进行评估。秋季 GRADE 分数和人口统计因素用于配对学生。然后每对中的一个成员被随机分配到治疗或对照条件，而他们的一对则被分配到替代条件。在预定的 25 分钟补充识字块中，对照组的学生接受“一切照旧”的阅读指导，而治疗组则进行支架式默读指导。