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首页> 外文期刊>British Educational Research Journal >The impact of early reading interventions delivered by classroom assistants on attainment at the end of Year 2
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The impact of early reading interventions delivered by classroom assistants on attainment at the end of Year 2

机译：到第二年末，教室助理提供的早期阅读干预对达到目标的影响

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Previous research has shown that training teaching assistants to deliver early phonic reading interventions can have measurable effects at immediate post-test. This study explored whether the effects of interventions delivered by classroom assistants (CAs) were still evident at the end of the first phase of schooling, 16 months after the early intervention finished. Children were divided into 'treatment responder' and 'treatment non-responder' groups based upon post-test decoding skills. The treatment responder group was significantly more likely to achieve average results in nationally administered tests (end of Key Stage 1 tests) and teacher ratings of attainment than the treatment non-responders. Treatment responders were indistinguishable from national averages on the mathematics test, writing test and reading task performance, but differed on reading comprehension test and on teacher-assessed attainment. Gains in reading delivered following early phonic reading interventions delivered by CAs are maintained for many children. Non-responders and treatment responders with only modest decoding skill may require additional support to achieve national targets in literacy.
机译：先前的研究表明，培训教学助手以提供早期的语音阅读干预可以在立即的测验后产生可测量的效果。这项研究探讨了在早期干预结束16个月后，在上课第一阶段结束时，教室助理（CA）实施的干预措施的效果是否仍然明显。根据测试后的解码技巧，将儿童分为“治疗反应者”和“治疗无反应者”两类。与无反应者相比，有反应者组在国家管理的考试（关键阶段1考试结束）和教师学历评估中获得平均结果的可能性要高得多。在数学测验，写作测验和阅读任务表现方面，治疗反应者与全国平均水平没有区别，但是阅读理解测验和教师评估的学习成绩却有所不同。在许多儿童通过CA进行早期语音阅读干预之后，阅读所获得的收益得以保持。仅具有中等解码能力的非响应者和治疗响应者可能需要其他支持才能实现国家扫盲目标。

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