It was almost winter break, and Ms. Salvador, the reading specialist at Awbrey Park Elementary School, was reviewing the fifth-grade progress-monitoring reading data for students receiving intensive small-group reading interventions. She noticed that several students were not making the reading gains that they had expected. Ms. Salvador and her team also realized that during reading instruction, many of these students displayed problem behaviors, such as having difficulty remaining on task and disrupting other students. After reading as much as she could on the topic, Ms. Salvador found that incorporating self-regulation strategies into reading interventions could lead to improvements in reading and an increase in appropriate behaviors that students display during reading instruction. Knowing how interrelated reading and behavior can be, Ms. Salvador decided to collaborate with Mr. Tanner, the behavior specialist, in developing self-regulation interventions for their students at Awbrey Park Elementary. However, before they could begin to create these self-regulation interventions, Ms. Salvador and Mr. Tanner needed to identify more research on what self-regulation strategies were available and how self-regulation strategies could be used to support students with both reading and behavioral difficulties during small-group reading interventions.

中文翻译：

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将自我调节嵌入阅读干预以支持阅读和行为结果

快到寒假了，Awbrey Park 小学的阅读专家萨尔瓦多女士正在审查接受密集小组阅读干预的学生的五年级进度监测阅读数据。她注意到一些学生没有达到他们预期的阅读成绩。Salvador 女士和她的团队还意识到，在阅读教学过程中，这些学生中的许多人表现出问题行为，例如难以完成任务和打扰其他学生。在尽可能多地阅读该主题后，萨尔瓦多女士发现将自我调节策略纳入阅读干预措施可以提高阅读水平，并增加学生在阅读教学中表现出的适当行为。了解阅读和行为之间的相互关联，女士。Salvador 决定与行为专家 Tanner 先生合作，为他们在 Awbrey Park 小学的学生制定自我调节干预措施。然而，在他们开始创建这些自我调节干预措施之前，Salvador 女士和 Tanner 先生需要确定更多关于哪些自我调节策略可用以及如何使用自我调节策略来支持学生阅读和阅读的研究。小组阅读干预期间的行为困难。