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Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research 总被引:1,自引:0,他引:1
A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth
and fifth grade (ages 9–11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group
or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension
interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects
on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions. 相似文献
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Marilyn A. Winkleby Judith Ned David Ahn Alana Koehler Jeanne D. Kennedy 《Journal of Science Education and Technology》2009,18(6):535-545
Despite decades of precollege science education programs, African Americans, Latinos, and Native Americans remain critically
underrepresented in science and health professions. This report describes college and career outcomes among graduates of the
Stanford Medical Youth Science Program (SMYSP), a 5-week summer residential program for low-income high school students among
whom 97% have been followed for up to 21 years. Approximately 24 students are selected annually, with participation limited
to low-income students who have faced substantial personal hardships. Undergraduate and medical students provide key program
leadership and training. The curriculum is based on science inquiry education and includes hospital internships, anatomy practicums,
research projects, faculty lectures, college admissions/standardized test preparation, and long-term college and career guidance.
A total of 476 high school students participated between 1988 and 2008, with 61% from underrepresented ethnic minority groups.
Overall, 78% of African American, 81% of Latino, and 82% of Native American participants have earned a 4-year college degree
(among those admitted to college, and excluding those currently attending college). In contrast, among 25–34-year old California
adults, 16% of African Americans, 8% of Latinos, and 10% of Native Americans earn a 4-year college degree. Among SMYSP’s 4-year
college graduates, 47% are attending or have completed medical or graduate school, and 43% are working as or training to become
health professionals. SMYSP offers a model that expands inquiry-based science education beyond the classroom, and recognizes
the role of universities as “high school interventionists” to help diversify health professions. 相似文献
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Stephanie Al Otaiba Young-Suk Kim Jeanne Wanzek Yaacov Petscher Richard K. Wagner 《Journal of research on educational effectiveness》2014,7(3):250-267
AbstractThe purpose of this study was to compare the long-term effects of 2 first-grade Response to Intervention (RTI) models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first-grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first-grade screeners as at risk or not at risk and then based on their RTI (no risk [NR], relative easy to remediate [ER], and requiring sustained remediation [SR]). Students in the dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the dynamic RTI condition had higher reading scores at the end of second grade than those in the typical RTI condition. Limitations and directions for future research are discussed. 相似文献
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