We examined whether Phonics + Set for Variability (S fV) reading intervention would lead to better irregular word reading compared to Phonics + Morphology within a cluster randomized control trial (RCT) design with a follow-up measurement. The participants were 273 Grade 2 and 3 students with reading difficulties (139 in the Phonics + S fV and 134 in the Phonics + Morphology) who received intervention in small groups (2–4 children), 4 times a week, 30 minutes each time, for 15 weeks. Results of hierarchical linear modeling showed that there was a significant effect of intervention on all reading outcomes (e.g., from pre- to posttest the effect sizes for Phonics + S fV ranged from g = 0.74 to 1.54 and for Phonics + Morphology from g = 0.75 to 1.49). Unexpectedly, there were no differences between the intervention conditions in any of the outcome variables, including irregular word reading and morphological awareness that the interventions partly focused on.

中文翻译：

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小组阅读干预对 2 年级和 3 年级阅读困难儿童的疗效：一项整群随机对照试验


我们在整群随机对照试验 （RCT） 设计中检查了与自然拼读 + 形态学相比，语音 + 变异性集合 （S fV） 阅读干预是否会导致更好的不规则单词阅读，并进行了后续测量。参与者是 273 名有阅读困难的 2 年级和 3 年级学生（139 名自然拼读 + S fV 和 134 名自然拼读 + 形态），他们以小组形式接受干预（2-4 名儿童），每周 4 次，每次 30 分钟，持续 15 周。分层线性建模的结果表明，干预对所有阅读结果都有显着影响（例如，从前测到后测，自然拼读 + S fV 的效应大小从 g = 0.74 到 1.54，自然拼读 + 形态的效应大小从 g = 0.75 到 1.49）。出乎意料的是，干预条件之间在任何结果变量上都没有差异，包括干预部分关注的不规则单词阅读和形态意识。