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首页> 美国卫生研究院文献>Psychological Science >A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading from First Through Third Grade
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A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading from First Through Third Grade

机译：纵向分组随机对照研究：个性化读写教学对一年级至三年级学生阅读的累积影响

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Using a longitudinal cluster-randomized controlled design, we examined whether students’ reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement.
机译：使用纵向集群随机对照设计，我们比较了接受治疗的对照组从一年级到三年级接受1年，2年或3年的个性化阅读指导时，学生的阅读结果是否有所不同。超过45％的学生来自贫困家庭。跟随学生，我们每年随机分配他们的老师来提供个性化的阅读指导或侧重于数学的控制条件干预。与接受较少年级指导的学生相比，在三个年级中接受个性化阅读指导的学生到三年级末期表现出最强的阅读能力。不一致的证据支持持续的一年级治疗效果：一年级的个体化指导是必要的，但不足以使三年级的阅读效果更好。这些效果是由接受专业培训的普通课堂教师实现的，这表明支持使用循证阅读指导和教师培训的政策可以提高学生的学习成绩。

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