英语阅读困难学生干预效果的研究综述

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2022-08-24 DOI:10.1111/ldrp.12286
Emily J. Solari, Karen F. Kehoe, Eunsoo Cho, Colby Hall, Isabel Vargas, Katlynn Dahl-Leonard, Cassidi L. Richmond, Alyssa R. Henry, Lysandra Cook, Latisha Hayes, Carlin Conner
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引用次数: 3

摘要

这项研究荟萃分析了过去四十年(1980-2020)的阅读干预研究,重点是改善K-5年级英语(EL)学生的阅读成绩,这些学生有或有单词阅读困难的风险。包括实验和准实验组设计以及单例实验设计(SCED)研究;10项分组设计和7项SCED研究符合纳入标准(m=61;总学生N=2270)。对效应大小分布的视觉检查显示,研究之间异质性的假设不受支持;因此,SCED研究的结果与组设计研究中报告的结果是分开合成的。讨论了对实践、政策和未来研究的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis

This study meta-analyzed the last four decades (1980–2020) of reading intervention research focused on improving reading outcomes for English language (EL) students in Grades K–5 with or at risk for word reading difficulties. Experimental and quasi-experimental group design and single-case experimental design (SCED) studies were included; 10 group design and 7 SCED studies met inclusion criteria (m = 61; total student N = 2,270). Visual inspection of the effect size distribution revealed that the assumption of between-study heterogeneity was not supported; therefore, the findings were synthesized for SCED studies separately from those reported in group design studies. Implications for practice, policy, and future research are discussed.

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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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