There is a wide gap between what research evidence identifies as effective reading intervention and what is currently offered in schools. This effectiveness study reports the results of a long-term research/school system partnership that is implementing reading intervention for children with reading difficulties in Canadian community schools. In Study 1, growth-curve analyses revealed significant long-term shifts in the reading trajectories of children (n = 731) from Kindergarten to Grade 5 as a function of receiving the Empower™ Reading: Decoding and Spelling intervention. Long-term outcomes were higher in children who received intervention in Grade 2 than in Grade 3, supporting the benefit of earlier intervention. In Study 2, we compare reading outcomes before and after children participated in school system-led intervention (Empower™ Reading, n = 341) to results from previously reported researcher-led intervention and business-as-usual controls. Children in both school system-led and researcher-led interventions showed greater improvement than controls on standardized measures of decoding and reading comprehension. Among school system participants, greater gains were seen for those with stronger reading skills at pre-test. Findings demonstrate successful school system implementation of research-originated and validated reading intervention. Researcher/school system partnerships may be integral in closing the research-practice gap.

中文翻译：

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使学校能够实施有效的基于研究的阅读补救，可以长期改善儿童的阅读轨迹。


研究证据确定的有效阅读干预与目前学校提供的内容之间存在巨大差距。这项有效性研究报告了一项长期研究/学校系统合作伙伴关系的结果，该合作伙伴关系正在为加拿大社区学校有阅读困难的儿童实施阅读干预。在研究 1 中，生长曲线分析显示，作为接受 Empower™ 阅读：解码和拼写干预的功能，儿童 （n = 731） 从幼儿园到 5 年级的阅读轨迹发生了显着的长期变化。在 2 年级接受干预的儿童的长期结局高于 3 年级，这支持早期干预的好处。在研究 2 中，我们将儿童参与学校系统主导的干预 （Empower™ Reading， n = 341） 前后的阅读结果与先前报告的研究人员主导干预和正常业务控制的结果进行了比较。在学校系统主导和研究人员主导的干预中，儿童在解码和阅读理解的标准化测量方面都显示出比对照组更大的改善。在学校系统的参与者中，那些在预测试中阅读技能较强的人取得了更大的进步。研究结果表明，学校系统成功地实施了源自研究和验证的阅读干预。研究人员/学校系统的伙伴关系可能是缩小研究与实践差距不可或缺的一部分。