This study examined incremental change for several reading component skills while adolescents were actively learning a word-level intervention and measured pre-/postintervention change in skills. Six ninth graders in two different classes participated during the 2019–2020 academic year. Primary analysis was based on an A-B single-case design across behaviors and participants to observe change in skills proximal to the intervention. Visual analyses of baseline and intervention phase data indicated correlational relationships between the word-level intervention and word identification of multisyllabic words and oral reading fluency. Specifically, an aggregate Tau-U statistical calculation for prosody showed a moderate 0.70 effect size. Secondary analysis indicated a statistically significant group effect for improved strategy knowledge and skill with a 0.90 effect size but no statistically significant group effects for silent reading fluency or sentence comprehension. Discussion includes connections between progress monitoring and reading theory as well as limitations and implications for researchers and practitioners.

中文翻译：

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在对阅读能力有限的青少年进行单词级干预期间监测阅读组件技能

这项研究检查了青少年积极学习单词级干预时几种阅读组件技能的增量变化，并测量了干预前/干预后技能的变化。2019-2020 学年，两个不同班级的六名九年级学生参加了此次活动。主要分析基于跨行为和参与者的 AB 单案例设计，以观察接近干预的技能变化。基线和干预阶段数据的可视化分析表明，词级干预和多音节词的词识别与口语阅读流畅性之间存在相关关系。具体来说，韵律的聚合 Tau-U 统计计算显示出适度的 0.70 效应大小。二次分析表明，在提高策略知识和技能方面具有统计学意义的群体效应，效应量为 0.90，但在默读流畅性或句子理解方面没有统计学上显着的群体效应。讨论包括进度监测和阅读理论之间的联系，以及对研究人员和从业者的限制和影响。