返回Google圖書搜尋

Identification and Treatment of Nonresponders to Generally Effective Reading Instruction

其他書名	An Experimental Field Trial
出版	Vanderbilt University, 2002
URL	http://books.google.com.hk/books?id=Hn5UNwAACAAJ&hl=&source=gbs_api

註釋This dissertation describes a study in which first graders who did not respond to a generally effective classwide reading program (Peer-Assisted Learning Strategies; PALS) were identified and provided with additional intervention. A dual-discrepancy approach, in which nonresponders were identified based on performance levels and growth rates substantially below those of their average-achieving peers, was explored. Then, the effects of three increasingly individualized treatment levels--PALS, Modified PALS, and one-to-one tutoring provided by an adult--were evaluated by comparing the groups' performance on several phonological awareness and reading-related measures. No statistically significant differences were found across treatment groups; however, effect sizes and proportions of students who remained unresponsive at the end of the study suggest that one-to-one tutoring provided by an adult holds the most promise of the three treatments for improving the achievement of struggling readers. Findings indicate that many struggling readers need more intensive, individualized instruction than modifications to the regular reading curriculum.