This study employed an alternating treatment design with a baseline for three English learners in an urban Midwestern middle school to investigate the utility of a culturally adaptive intervention package called Preview‐Review. Participants were provided with a scripted bilingual preview of conceptual and contextual information relating to the topic and explicit instruction of passage vocabulary using cognates, multiple exemplars, and reinforcement. The effects of repeated readings alone and in combination with preview‐review were measured on oral reading fluency, reading comprehension score, and reading comprehension rate. Results indicated that the repeated readings with preview‐review were superior to the repeated readings stand‐alone condition across all target variables. The study also finds support for the use of reading comprehension rate for progress monitoring intervention effectiveness with English learners.

中文翻译：

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增加内容的可访问性，以提高英语学习者的阅读理解能力

这项研究采用了以中西部城市中学的三名英语学习者为基准的交替治疗设计，以研究一种称为“预览-回顾”的具有文化适应性的干预措施的实用性。为参与者提供了与主题相关的概念和上下文信息的脚本化双语预览，并使用了认知，多个示例和增强功能对词汇进行了明确的指导。单独阅读和结合预览阅读对重复阅读的效果进行了测量，以评估他们的口语阅读流利度，阅读理解分数和阅读理解率。结果表明，在所有目标变量中，具有预览审阅的重复读数优于独立阅读条件的重复读数。