Abstract Conducting classroom-based educational research trials is important for establishing the efficacy and effectiveness of specific instructional interventions. Such endeavours, however, are challenging to implement. This was made evident during a recent independent evaluation of the efficacy of the MiniLit program, wherein various difficulties emerged relating to the dosage and fidelity of instruction, and the measures and analyses employed by the research team. As such, this served as an object lesson in what can, and frequently does, go wrong in even the best planned intervention research enterprises conducted in schools. The present article is intended to capture the authors’ experiences in implementing research trials in school contexts, with specific examples drawn from the independent evaluation of MiniLit. In particular, this study has reinforced the need to select assessment measures carefully, according to how well they represent targeted skills in the specific population of interest. In addition, it has highlighted the importance of planning program efficacy trials such that participants can receive enough exposure of the intervention to progress to a realistic extent.

中文翻译：

---

研究阅读干预的效果：一堂实物课

摘要 进行基于课堂的教育研究试验对于确定特定教学干预的有效性和有效性很重要。然而，这些努力实施起来具有挑战性。这在最近对 MiniLit 计划功效的独立评估中得到了证明，其中出现了与指导的剂量和保真度以及研究团队采用的措施和分析有关的各种困难。因此，即使是在学校进行的计划最好的干预研究企业，也可能会出错，而且经常会出错。本文旨在捕捉作者在学校环境中实施研究试验的经验，并从 MiniLit 的独立评估中提取具体示例。特别是，这项研究强调了根据评估措施在特定感兴趣人群中代表目标技能的程度，仔细选择评估措施的必要性。此外，它还强调了计划项目功效试验的重要性，以便参与者可以接受足够的干预措施，以达到现实的程度。