An Experimental Evaluation of Guided Reading and Explicit Interventions for Primary-Grade Students At-Risk for Reading Difficulties     

Carolyn A. Denton  Jack M. Fletcher  W. Pat Taylor  Amy E. Barth  Sharon Vaughn 《Journal of research on educational effectiveness》2014,7(3):268-293

Abstract

Considerable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed.  相似文献   

Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade?     

Christopher Beck  Amy Butler  Karen Burke da Silva 《CBE life sciences education》2014,13(3):444-452

Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on inquiry-based teaching in undergraduate biology laboratory courses, we reviewed the recent published literature on inquiry-based exercises. The majority of studies in our data set were in the subdisciplines of biochemistry, cell biology, developmental biology, genetics, and molecular biology. In addition, most exercises were guided inquiry, rather than open ended or research based. Almost 75% of the studies included assessment data, with two-thirds of these studies including multiple types of assessment data. However, few exercises were assessed in multiple courses or at multiple institutions. Furthermore, assessments were rarely based on published instruments. Although the results of the studies in our data set show a positive effect of inquiry-based teaching in biology laboratory courses on student learning gains, research that uses the same instrument across a range of courses and institutions is needed to determine whether these results can be generalized.  相似文献   

Book reviews     

Leonard Shatzkin  John Tebbel  Marc Aronson  Amy S. Doherty  Sally P. Bennett  Robert A. Colby  J. James Mancuso  Thomas L. Bonn 《Publishing Research Quarterly》1995,11(2):117-129

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Experimental analysis of proximity as a social stimulus: Increasing on‐task behavior of an adolescent with autism     

Susan M. Wilczynski  Iantha Fusilier  Melanie Dubard  Amy Elliott 《Psychology in the schools》2005,42(2):189-196

Experimental analysis of social stimuli has typically been restricted to the presence or absence of verbal attention. In the present study, an ABAB design was used to assess the influence of proximity as a social stimulus. Close and distant proximity of a familiar adult was systematically manipulated to evaluate the effect of proximity on the on‐task behavior of a 15‐year‐old male with autism. Baseline, experimental analysis, and intervention phases were conducted within a self‐contained classroom. Pronounced effects of distant educator proximity to the participant were evident during both the experimental analysis and intervention, with increased on‐task behavior occurring in the distant condition. Future recommendations for the investigation of proximity as a relevant social stimulus are forwarded. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 189–196, 2005.  相似文献   

Dry Bones and Indian Sermons: Praying Indians in Colonial America     

Amy N. Qualls 《Journal of American culture (Malden, Mass. : 2003)》2006,29(1):69-70

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Day care alternatives     

Amy Laura Dombro 《Early Childhood Education Journal》1983,11(1):44-44

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School-age day care     

Amy Laura Dombro 《Early Childhood Education Journal》1983,10(3):43-43

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Our year begins     

Amy Laura Dombro 《Early Childhood Education Journal》1982,10(1):4-5

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Physics enrollments and grading practices     

Robert G. Bridgham  Wayne W. Welch 《科学教学研究杂志》1969,6(1):44-46

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Triangulating Clinically Meaningful Change in the Six-minute Walk Test in Individuals with Chronic Heart Failure: A Systematic Review     

Michael J. Shoemaker  Amy B. Curtis  Eric Vangsnes  Michael G. Dickinson 《Cardiopulmonary Physical Therapy Journal》2012,23(3):5-15

Purpose

The purpose of the present review was to use existing, published data to provide an estimate of the amount of change in six-minute walk test distance (Δ6MWT) that represents a clinically meaningful change in individuals with chronic heart failure (CHF).

Methods

The present review included two separate literature searches of the CINAHL and Medline databases for articles that: (1) reported the intraclass correlation coefficient (ICC) of the 6MWT in individuals with CHF, and (2) used the 6MWT along with either aerobic capacity or health-related quality of life (HRQL) as study endpoints in randomized controlled trials (RCTs) of exercise-based intervention for individuals with CHF. The ICCs were used to calculate the minimum detectable difference (MDD) at the 95% confidence interval for each included study. The Δ6MWT associated with aerobic capacity and HRQL within-group effect sizes for the intervention and control groups in each included RCT was analyzed using receiver operating characteristic (ROC) curves.

Results

Thirteen articles reported the ICC for the 6MWT. The mean (standard deviation) MDD calculated based on these data was 43.1(16.8) m. Eighteen RCTs measured the 6MWT and either aerobic capacity and/or HRQL. A Δ6MWT of 40–45 m was associated with at least moderate aerobic capacity and HRQL effect sizes in the intervention groups. The Δ6MWT thresholds that discriminated between intervention and control groups using ROC curves revealed the following sensitivity/specificity for the respective thresholds: 19 m, 94.4/83.3%, 32 m, 83.3/94.4%, and 48 m 44.4/100% (AUC = .935, p = .009, CI_95% .855, 1.015).

Conclusions

A Δ6MWT of approximately 45 m appears to exceed measurement error and be associated with significant changes in either aerobic capacity and/or HRQL.Key Words: heart failure, six-minute walk test, clinically meaningful change, minimum detectable difference  相似文献