More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific instructional interaction practices lead to stronger outcomes for middle school readers. This study used a regression discontinuity design to compare the frequency and impact of instructional interactions experienced by U.S. eighth-grade students who received a targeted reading intervention (n = 1,461) with those who did not (n = 4,292). Results indicated that students who received intervention experienced far more instructional interactions with their teachers than did students who did not. However, the association between rates of interaction and student need in the intervention group was minimal, and the relationship between the rate of instructional interactions and reading growth was mixed. Implications for intervening with struggling students in the middle grades are discussed.

中文翻译：

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衡量中学接受干预的学生阅读教学期间的教学互动。


超过三分之二的中学生阅读能力不强。研究表明，使用明确的指导方法进行有针对性的干预可以改善阅读困难的人的阅读结果。显性教学的一个核心特征是教学互动的系统实施，但尚不清楚哪些具体的教学互动实践能为中学读者带来更好的结果。本研究采用断点回归设计来比较接受有针对性的阅读干预的美国八年级学生 (n = 1,461) 和未接受针对性阅读干预的学生 (n = 4,292) 所经历的教学互动的频率和影响。结果表明，接受干预的学生与老师的教学互动比未接受干预的学生要多得多。然而，干预组中互动率和学生需求之间的关联很小，教学互动率和阅读增长之间的关系也很复杂。讨论了对中年级有困难的学生进行干预的意义。