智商与阅读教学的反应关系不大：Meta-Analytic Interpretation.

IF 2.2 3区教育学 Q1 EDUCATION, SPECIAL Exceptional Children Pub Date : 2009-10-01 DOI:10.1177/001440290907600102

Karla K Stuebing, Amy E Barth, Peter J Molfese, Brandon Weiss, Jack M Fletcher

{"title":"智商与阅读教学的反应关系不大：Meta-Analytic Interpretation.","authors":"Karla K Stuebing, Amy E Barth, Peter J Molfese, Brandon Weiss, Jack M Fletcher","doi":"10.1177/001440290907600102","DOIUrl":null,"url":null,"abstract":"A meta-analysis of 22 studies evaluating the relation of different assessments of IQ and intervention response did not support the hypothesis that IQ is an important predictor of response to instruction. We found an R(2) of .03 in models with IQ and the autoregressor as predictors and a unique lower estimated R(2) of .006 and a higher estimated R(2) of .013 in models with IQ, the autoregressor, and additional covariates as predictors. There was no evidence that these aggregated effect sizes were moderated by variables such as the type of IQ measure, outcome, age, or intervention. In simulations of the capacity of variables with effect sizes of .03 and .001 for predicting response to intervention, we found little evidence of practical significance.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"76 1","pages":"31-51"},"PeriodicalIF":2.2000,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2836021/pdf/nihms152885.pdf","citationCount":"0","resultStr":"{\"title\":\"IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation.\",\"authors\":\"Karla K Stuebing, Amy E Barth, Peter J Molfese, Brandon Weiss, Jack M Fletcher\",\"doi\":\"10.1177/001440290907600102\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"A meta-analysis of 22 studies evaluating the relation of different assessments of IQ and intervention response did not support the hypothesis that IQ is an important predictor of response to instruction. We found an R(2) of .03 in models with IQ and the autoregressor as predictors and a unique lower estimated R(2) of .006 and a higher estimated R(2) of .013 in models with IQ, the autoregressor, and additional covariates as predictors. There was no evidence that these aggregated effect sizes were moderated by variables such as the type of IQ measure, outcome, age, or intervention. In simulations of the capacity of variables with effect sizes of .03 and .001 for predicting response to intervention, we found little evidence of practical significance.\",\"PeriodicalId\":48164,\"journal\":{\"name\":\"Exceptional Children\",\"volume\":\"76 1\",\"pages\":\"31-51\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2009-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2836021/pdf/nihms152885.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Exceptional Children\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/001440290907600102\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Exceptional Children","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/001440290907600102","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

摘要

对 22 项评估不同智商评估与干预反应之间关系的研究进行的荟萃分析并不支持智商是预测教学反应的重要因素这一假设。我们发现，在以智商和自回归因子为预测因素的模型中，R(2)为 0.03，而在以智商、自回归因子和其他协变量为预测因素的模型中，R(2)的估计值较低，仅为 0.006，R(2)的估计值较高，为 0.013。没有证据表明这些综合效应大小受智商测量类型、结果、年龄或干预等变量的影响。在对效应大小为 0.03 和 0.001 的变量预测干预反应的能力进行模拟时，我们发现几乎没有证据表明它们具有实际意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

摘要图片

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation.

A meta-analysis of 22 studies evaluating the relation of different assessments of IQ and intervention response did not support the hypothesis that IQ is an important predictor of response to instruction. We found an R(2) of .03 in models with IQ and the autoregressor as predictors and a unique lower estimated R(2) of .006 and a higher estimated R(2) of .013 in models with IQ, the autoregressor, and additional covariates as predictors. There was no evidence that these aggregated effect sizes were moderated by variables such as the type of IQ measure, outcome, age, or intervention. In simulations of the capacity of variables with effect sizes of .03 and .001 for predicting response to intervention, we found little evidence of practical significance.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Exceptional Children Multiple-

CiteScore

5.90

自引率

14.30%

发文量

期刊介绍： Exceptional Children, an official journal of The Council for Exceptional Children, publishes original research and analyses that focus on the education and development of exceptional infants, toddlers, children, youth, and adults. This includes descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, policy analyses, and registered reports. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.