In this article, we review research on the outcomes of diverse reading programs on the achievement of struggling readers in elementary schools. Sixty-five studies of 51 different programs met rigorous standards. Eighty-three percent were randomized experiments and 17% quasi-experiments. Outcomes were positive for one-to-one tutoring and were positive but not as large for one-to-small group tutoring. There were no differences in outcomes between teachers and teaching assistants as tutors. Whole-class approaches (mostly cooperative learning) and whole-class/whole-school approaches incorporating tutoring for struggling readers obtained outcomes for struggling readers as large as those found for all forms of tutoring, on average, and benefited many more students. Technology-supported adaptive instruction did not have statistically significant positive outcomes for struggling readers, however. In agreement with findings of previous reviews, in this synthesis, we found that substantial impacts can be obtained for struggling readers, with interventions aligned within a Response to Intervention network.

中文翻译：

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小学困难读者节目定量研究综述

在本文中，我们回顾了关于不同阅读计划对小学困难读者成就的研究结果。51 个不同项目的 65 项研究符合严格的标准。83% 是随机实验，17% 是准实验。一对一辅导的结果是积极的，而一对一辅导的结果是积极的，但没有那么大。教师和助教作为导师的结果没有差异。平均而言，全班方法（主要是合作学习）和全班/全校方法为陷入困境的读者提供辅导，为陷入困境的读者获得的结果与所有形式的辅导一样大，并且使更多的学生受益。然而，技术支持的适应性教学并没有对苦苦挣扎的读者产生统计学上显着的积极成果。与先前评论的结果一致，在本综述中，我们发现可以为陷入困境的读者获得实质性影响，干预措施与干预措施响应网络保持一致。