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Understanding the Dynamics of Dosage Response: A Nonlinear Meta-Analysis of Recent Reading Interventions
Review of Educational Research ( IF 8.3 ) Pub Date : 2021-10-20 , DOI: 10.3102/00346543211051423
Garrett J. Roberts , Denis G. Dumas 1 , Daniel McNeish 2 , Brooke Coté 1
Affiliation  

Researchers have noted a nonlinear association between reading instruction dosage (i.e., hours of instruction) and reading outcomes for Grade K–3 students with reading difficulties (K–3 SWRD). In this article, we propose a nonlinear meta-analysis as a method to identify both the maximum effect size and optimal dosage of reading interventions for K–3 SWRD using 26 peer-reviewed studies including 186 effect sizes. Results suggested the effect sizes followed a concave parabolic shape, such that increasing dosage improved intervention effects until 39.92 hours of instruction (dmax = 0.77), after which the intervention effects declined. Moderator analyses found that maximum intervention effects on fluency outcomes were significantly larger (dmax = 1.34) than the overall maximum effect size. Also, when students received 1:1 instruction, the dosage response curve displayed a different functional form than the concave parabolic shape, showing the effect increased indefinitely after approximately 16.8 hours of instruction. Implications for research and practice are discussed.



中文翻译:

了解剂量反应的动态:近期阅读干预的非线性元分析

研究人员已经注意到,对于有阅读困难的 K-3 年级学生 (K-3 SWRD) 而言,阅读指导剂量(即指导时间)与阅读结果之间存在非线性关联。在本文中,我们提出了一种非线性荟萃分析,作为一种方法,使用 26 项同行评审研究(包括 186 个效应量)来确定 K-3 SWRD 阅读干预的最大效应量和最佳剂量。结果表明效果大小遵循凹抛物线形状,因此增加剂量可以改善干预效果,直到 39.92 小时的教学(d max = 0.77),之后干预效果下降。主持人分析发现,对流畅性结果的最大干预效果显着更大(d max= 1.34) 比整体最大效应量。此外,当学生接受 1:1 的指导时,剂量反应曲线显示出与凹抛物线形状不同的功能形式,表明在大约 16.8 小时的指导后效果无限增加。讨论了对研究和实践的影响。

更新日期:2021-10-21
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