Lessons Learned during the Development and Validation of an Intensive Evidence-Based Reading Intervention for Secondary Students

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2022-11-10 DOI:10.1111/ldrp.12293
Jean B. Schumaker
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引用次数: 2

Abstract

The purpose of this article is to describe a 40+ year journey during which researchers have endeavored to design and evaluate an integrated, empirically based reading intervention for secondary students and to chronicle the lessons learned as well as suggest future directions for this type of work. Initial development of the intervention began in the 1980s with individual studies, each focused on one part of the reading process (e.g., decoding, vocabulary, comprehension). The quantitative results of these studies showed significant differences between the experimental and the control group or between baseline and after-instruction conditions. In 2004, an opportunity arose to integrate the empirically validated components within a whole reading program and to have that program independently evaluated. Several scaling-up efforts have resulted. The lessons learned and the challenges inherent in scaling up an intervention are shared. Recommendations for future efforts related to putting research into practice are made.

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中学生强化循证阅读干预开发和验证过程中的经验教训
本文的目的是描述一段40多年的旅程,在这段旅程中,研究人员努力为中学生设计和评估一种综合的、基于经验的阅读干预措施,并记录所学到的教训,并为这类工作提出未来的方向。干预措施的最初发展始于20世纪80年代,每次研究都集中在阅读过程的一个部分(例如,解码、词汇、理解)。这些研究的定量结果显示,实验组和对照组之间,或基线条件和指导后条件之间存在显著差异。2004年,出现了一个机会,将经验验证的组成部分整合到一个完整的阅读计划中,并对该计划进行独立评估。已经做出了几项扩大规模的努力。与会者分享了扩大干预措施所吸取的经验教训和固有的挑战。对今后将研究付诸实践的工作提出了建议。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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