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Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties 总被引：1，自引：0，他引：1
Vaughn S Linan-Thompson S Mathes PG Cirino PT Carlson CD Pollard-Durodola SD Cardenas-Hagan E Francis DJ 《Journal of learning disabilities》2006,39(1):56-73
The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75). 相似文献
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Roger Bruning Kamau O. Siwatu Xiongyi Liu Lisa M. PytlikZillig Christy Horn Stephanie Sic Deborah Carlson 《Contemporary educational psychology》2008,33(2):299-326
Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases. 相似文献
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C I Carlson 《Journal of learning disabilities》1987,20(5):306-311
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