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首页> 外文期刊>Journal of behavioral education >Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers
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Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers

机译：小型和一对一阅读流畅性干预与二年级的影响，低于绩效的西班牙读者

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摘要

This study compared children's Spanish reading performance across 2 reading intervention conditions: small group versus individual (teacher-student). Six second-grade Costa Rican students with low Spanish reading ability participated in the study. An alternating-treatments design was used to compare the relative effectiveness of the 2 interventions to each other and to a no-intervention control condition. Results showed that nearly all students benefitted from 1 or both of the reading interventions. Findings are consistent with previous research with English readers and suggest that delivering fluency-based reading interventions with fidelity (such as those described in the current study) to Spanish readers may be an effective way to improve Spanish-speaking students' reading skills. Results are also consistent with past research on the comparable effectiveness of delivering a reading-fluency intervention to a small group versus an individual. Implications of these findings are discussed in terms of relative efficiency in the delivery of reading-fluency interventions, and with respect to educators in and out of the United States who work with students struggling with Spanish-reading fluency.
机译：本研究比较了儿童西班牙语阅读性能，跨2读干预条件：小组与个人（教师学生）。西班牙阅读能力低六名二级哥斯达黎加学生参加了该研究。交替处理设计用于比较彼此的2干预的相对有效性以及无干预控制条件。结果表明，几乎所有学生都受益于1或两者的阅读干预措施。调查结果与先前的英语读者进行了一致，并建议将基于流利的阅读干预措施与富达（如当前研究中描述的那些）提供给西班牙语读者可能是提高西班牙语学生阅读技能的有效途径。结果也与过去的研究相一致，与对一个小组提供读流流畅性干预的可比有效性。这些发现的含义是在提供阅读流利干预的相对效率方面讨论的，以及在美国的教育工作者以及与学生一起与西班牙语流畅的学生一起工作。

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