Martin Klasen, Saša Sopka
Demonstrating equivalence and non-inferiority of medical education concepts
Medical education
reading research quarterlyvolume 40 issue 2 p 148182 effects theoretically different instruction student characteristics skills struggling readers patricia g mathes patricia g mathes southern methodist university dallas texas usa patricia g mathes texas instruments endowed chair reading professor literacy language acquisition director institute reading research southern methodist university dallas texas usa research interests include reading acquisition prevention correction reading difficulties contacted southern methodist university po box 750381 dallas tx 75275 usa email email protectedsearch papers authorcarolyn denton carolyn denton university texas austin carolyn denton assistant professor special education university texas austin research interests include intervention prevention reading disabilities models consultation process scaling educational innovation public schools contacted 1 university station 5300 austin tx 78712 usa email email protectedsearch papers authorjack fletcher jack fletcher university texas health science houston houston jack fletcher professor department pediatrics university texashouston health science center associate director center academic reading skills child neuropsychologist completed research many aspects reading math language cognitive skills children including typically developing children children disabilities contacted 7000 fannin uct 2478 houston tx 77005 usa email email protectedsearch papers authorjason l anthony jason l anthony university houston houston texas jason l anthony assistant research professor department psychology university houston texas institute measurement evaluation statistics research interests include individual differences learning read research design statistics contacted university houston 126 hayne building houston tx 772045022 usa email email protectedsearch papers authordavid j francis david j francis university houston houston texas david j francis department chair professor psychology university houston also director texas institute measurement evaluation statistics research interests include statistical models longitudinal data multilevel models latent variable models psychometrics reading acquisition early identification prevention reading disabilities contacted university houston 126 hayne building houston tx 772045022 usa email email protectedsearch papers authorchristopher schatschneider christopher schatschneider florida state university tallahassee christopher schatschneider associate professor department psychology faculty associate florida center reading research florida state university research interests include individual differences learning read research design statistics contacted florida state university department psychology one university way tallahassee fl 323061270 usa email email protectedsearch papers author patricia g mathes patricia g mathes southern methodist university dallas texas usa patricia g mathes texas instruments endowed chair reading professor literacy language acquisition director institute reading research southern methodist university dallas texas usa research interests include reading acquisition prevention correction reading difficulties contacted southern methodist university po box 750381 dallas tx 75275 usa email email protectedsearch papers authorcarolyn denton carolyn denton university texas austin carolyn denton assistant professor special education university texas austin research interests include intervention prevention reading disabilities models consultation process scaling educational innovation public schools contacted 1 university station 5300 austin tx 78712 usa email email protectedsearch papers authorjack fletcher jack fletcher university texas health science houston houston jack fletcher professor department pediatrics university texashouston health science center associate director center academic reading skills child neuropsychologist completed research many aspects reading math language cognitive skills children including typically developing children children disabilities contacted 7000 fannin uct 2478 houston tx 77005 usa email email protectedsearch papers authorjason l anthony jason l anthony university houston houston texas jason l anthony assistant research professor department psychology university houston texas institute measurement evaluation statistics research interests include individual differences learning read research design statistics contacted university houston 126 hayne building houston tx 772045022 usa email email protectedsearch papers authordavid j francis david j francis university houston houston texas david j francis department chair professor psychology university houston also director texas institute measurement evaluation statistics research interests include statistical models longitudinal data multilevel models latent variable models psychometrics reading acquisition early identification prevention reading disabilities contacted university houston 126 hayne building houston tx 772045022 usa email email protectedsearch papers authorchristopher schatschneider christopher schatschneider florida state university tallahassee christopher schatschneider associate professor department psychology faculty associate florida center reading research florida state university research interests include individual differences learning read research design statistics contacted florida state university department psychology one university way tallahassee fl 323061270 usa email email protectedsearch papers author first published 09 november 2011 httpsdoiorg101598rrq4022citations 192 aboutpdf toolsrequest permissionexport citationadd favoritestrack citation shareshare give accessshare full text accessshare fulltext accessplease review terms conditions use check box share fulltext version articlei read accept wiley online library terms conditions useshareable linkuse link share fulltext version article friends colleagues learn morecopy url share linkshare onemailfacebooktwitterlinkedinredditwechat abstracts study investigated effectiveness combining enhanced classroom instruction intense supplemental intervention struggling readers first grade compared two supplemental interventions derived distinct theoretical orientations examining terms effects academic outcomes whether childrens characteristics differentially related instructional intervention one intervention proactive reading aligned behavioral theory derived model direct instruction intervention responsive reading aligned cognitive theory derived cognitiveapprenticeship model interventions provided small groups firstgrade students risk reading difficulties students assessed various reading readingrelated measures associated success beginning reading results indicated firstgrade students risk reading failure received supplemental instruction responsive proactive interventions scored higher measures reading readingrelated skills students received enhanced classroom instruction b enhanced classroom instruction appeared promote high levels reading growth many children risk reading failure c two interventions essentially equally effective even though reflected different theoretical perspectives childrens characteristics differentially predict effectiveness intervention este estudio investig la eficacia de combinar una enseanza intensiva en el aula una intervencin suplementaria exhaustiva para los lectores de primer grado con dificultades adicionalmente se compararon dos intervenciones suplementarias derivadas de orientaciones tericas diferentes se las examin en trminos de sus efectos sobre los resultados acadmicos de sus relaciones con las caractersticas de los nios una intervencin lectura proactiva perteneca al marco de la teora de la conducta derivaba del modelo de instruccin directa la otra intervencin lectura receptiva estaba relacionada con una teora cognitiva derivaba de un modelo cognitivo de aprendizaje las intervenciones se realizaron con pequeos grupos de estudiantes en riesgo de fracaso en lectura que asistan primer grado se evalu los estudiantes en varias medidas de lectura habilidades relacionadas que se asocian al xito en lectura inicial los resultados indicaron que los estudiantes de primer grado en riesgo de fracaso en lectura que recibieron intervencin suplementaria tanto receptiva como proactiva tuvieron mejores calificaciones en medidas de lectura habilidades relacionadas que los estudiantes que slo recibieron enseanza intensiva en el aula b la enseanza intensiva en el aula pareci promover altos niveles de desarrollo lector en muchos nios en riesgo de fracaso c los dos tipos de intervencin fueron igualmente eficaces aunque reflejaran perspectivas tericas diferentes las caractersticas de los nios predijeron en forma diferencial la eficacia de una inunterschiedsmerkmae der wirksamkeit einer intervention voraussagen diese studie untersuchte die effektivitt im kombinieren von verstrktem klassenraumunterricht und intensiver suppletorischer intervention bei sich abmhenden schlern der ersten klasse ferner verglich sie zwei suppletorische interventionen abgeleitet aus deutlich theoretischen gesichtspunkten durch untersuchen von effekten aufgrund akademischer auswirkungen und ob die charakteristiken der kinder sich abweichend zu einem unterrichteten anweisungseingriff verhielten eine intervention proaktives lesen wurde einer verhaltenstheorie angeglichen und von dem modell des direktunterrichts abgeleitet die andere intervention responsives lesen wurde einer kognitiven theorie angeglichen und von einem kognitiven lehrmodell abgeleitet diese interventionen wurden kleinen gruppen von schlern mit risiken zu leseschwierigkeiten der ersten klasse vermittelt die schler wurden auf verschiedene lese und lesebezogenen manahmen geprft die mit dem erfolg beim lesen fr anfnger verknpft waren die ergebnisse haben gezeigt dass schler der ersten klasse bei denen die gefahr des leseversagens bestand und die suppletorische lehranweisungen mittels responsiver oder proaktiver eingriffe erhielten hhere leistungen der lesebewertung und bei den lesebezogenen leistungen erzielten als jene schler die lediglich einen verstrkten klassenraumunterricht erhielten b verstrkter unterricht im klassenraum schien im hohen grade die lesesteigerung fr viele kinder mit risiken zum leseversagen zu frdern c die beiden interventionen waren im wesentlichen gleichermaen wirksam obwohl sie unterschiedliche theoretische perspektiven reflektierten und aus den charakteristiken der kinder lieen sich keine schlsse ber tervencin cette tude examin lefficacit de la combinaison dun enseignement renforc en classe avec une intervention supplmentaire intense sur des lecteurs de premire anne en difficult plus prcisment elle compar deux interventions supplmentaires provenant dorientations thoriques distinctes en les examinant en termes deffets sur les rsultats acadmiques et en fonction des caractristiques des enfants selon le type dintervention une intervention lecture proactive correspondait une position behavioriste et tait issue du modle de lenseignement direct lautre intervention lecture rpondante correspondait une thorie cognitiviste et tait issue dun modle dapprentissage cognitif ces interventions ont effectues auprs de petits groupes dlves de premire anne prsentant des risques de difficults en lecture opr diffrentes mesures de la lecture ou de mesures associes avec la russite en lecture en dbut dapprentissage les rsultats ont montr que les lves de premire anne qui taient en risque dchec en lecture et qui ont reu un enseignement supplmentaire sous forme dintervention en lecture proactive ou en lecture rpondante ont obtenu de meilleurs rsultats que ceux qui ont reu seulement un enseignement renforc en classe b un enseignement renforc en classe permet datteindre un plus haut niveau de dveloppement en lecture pour beaucoup denfants prsentant un risque dchec en lecture 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