Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research

被引：160

作者：

Wanzek, Jeanne ^{[1
,2
]}

Wexler, Jade ^{[3
]}

Vaughn, Sharon ^{[3
]}

Ciullo, Stephen ^{[3
]}

机构：

[1] Florida State Univ, Sch Teacher Educ, Tallahassee, FL 32306 USA

[2] Florida State Univ, Florida Ctr Reading Res Psychol C234B, Tallahassee, FL 32306 USA

[3] Univ Texas Austin, Austin, TX 78712 USA

来源：

READING AND WRITING | 2010年 / 23卷 / 08期

关键词：

Reading intervention; Reading difficulties; Learning disabilities; YOUNG-CHILDREN; POOR READERS; COMPREHENSION; SKILLS; DISABILITIES; INSTRUCTION; REMEDIATION; STRATEGIES; PROFILES; STUDENTS;

D O I：

10.1007/s11145-009-9179-5

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9-11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions.

引用

页码：889 / 912

页数：24

共 55 条

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