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The impact of supplemental reading instruction on the performance growth of secondary students.

机译：补充阅读教学对中学生学习成绩增长的影响。

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摘要

The purpose of this causal-comparative study is to evaluate the effectiveness of a secondary reading instructional program that incorporates the five essential elements of reading instruction (comprehension, phonics, phonemes, fluency, and vocabulary) as outlined in the recommendations by the National Reading Panel (2000) in a multi-strategy approach. This study compares the reading performance growth of students identified as reading below grade level (N= 475) over a three-year period in one school district at two suburban high schools in Illinois, one of which implemented the panel recommendations while the other did not.;The study found a statistically significant difference (p= .029) in reading growth of at-risk students at the intervention site as compared to the control site over the three-year assessment period from the EXPLORE to ACT assessments. While growth did occur at the intervention site at the conclusion of the supplemental reading instruction program, there was no significant difference in this growth in comparison with the control site not using the supplemental reading instruction program during ninth grade with the PLAN assessment as a measure. The growth of at-risk students significantly surpassed that of typically achieving students during ninth grade at the intervention site (p≤ .001). This trend is reversed by eleventh grade at the intervention site when typically achieving students significantly out perform at-risk students in reading performance growth ( p≤ .001). Overall, both at-risk and typically achieving Hispanic students (N=190) significantly underperformed on most measures when compared to their non-Hispanic peers.
机译：这项因果比较研究的目的是评估中学阅读教学计划的有效性，该计划结合了国家阅读小组建议中概述的阅读教学的五个基本要素（理解，语音，音素，流利度和词汇） （2000年）采用多策略方法。这项研究比较了在伊利诺伊州两所郊区中学的一个学区三年内被识别为低于年级水平（N = 475）的学生的阅读表现增长，其中一个实施了小组建议，而另一项则没有研究发现，在从EXPLORE到ACT评估的三年评估期内，与对照站点相比，干预站点处有风险的学生的阅读增长具有统计学显着差异（p = .029）。尽管在补充阅读指导课程结束时干预部位确实出现了生长，但与在九年级期间未使用补充阅读指导课程的对照部位（以PLAN评估作为衡量标准）相比，这种生长没有显着差异。高危学生的增长大大超过了通常在九年级期间在干预现场学习的学生的增长（p≤.001）。这种趋势在干预现场被十一年级所逆转，这通常是使学生在阅读成绩增长方面显着超过处于危险中的学生（p≤.001）。总体而言，与非西班牙裔同龄人相比，处于危险中和通常会获得成就的西班牙裔学生（N = 190）在大多数衡量标准上的表现均明显较差。

著录项

  • 作者

    Lopez, Lazaro J.;

  • 作者单位

    Aurora University.;

  • 授予单位 Aurora University.;
  • 学科 Reading instruction.;Hispanic American studies.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 115 p.
  • 总页数 115
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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