初級與次級國語文介入對弱勢低學力學校的成效研究：不同介入長度的比較

The Effects of a Tier 1 Plus Tier 2 Reading Intervention on Low-Achieving Disadvantaged Schools: The Comparison between Different Intervention Durations

本研究在五所偏遠地區國小執行一個反敗為勝方案，提供初級及次級的國語文介入，初級介入目標為提升普通班的教學品質，次級介入則提供低成就學生密集的補救教學，研究旨在檢驗此方案能否有效地解決弱勢學校國語文成就低落的問題。本研究共有1,471 位學生參與，分為三組，其中有兩組為實驗組，分別提供一年和兩年的介入，有一組為對照組。主要研究發現有三：一、在初級和次級兩層級學生語文能力的進展，整體而言，實驗組比對照組好，但成效主要在識字層次，高層次的閱讀理解成效則不明顯；二、初級介入：整體而言，實驗組兒童發生閱讀困難的機率較對照組低，達同儕水準的機率則較對照組高；在次級介入補救教學層級，實驗組兒童發生閱讀困難的機率則明顯較對照組低；三、介入時間愈長，成效愈好，介入兩年的學校成效整體比介入一年者好；介入的時間愈長，兒童發生閱讀困難的機率愈低。國內目前極為看重弱勢學生成就低落的問題，但介入努力的層次大多停留在班級或個別學生的短期介入，少見全校動員的長期介入。本研究結果指出，在全校動員、普通班及補救教學班級合作的情況下，全校兒童的語文能力都有較佳的進展，發生閱讀困難的機率降低，而且方案執行的時間愈長，成效愈佳。方案的成效目前僅限於識字層次，閱讀理解教學是否有成效？仍待更長時間的觀察。本研究提供了一個執行的範例，只要方法得當，即使是最偏遠、弱勢的學校，也有機會把兒童的國語文能力帶起來。

Purpose: In Taiwan, providing low-achieving disadvantaged students with effective remedial intervention has been one of the major concerns in the education administration and research communities. Most intervention efforts were short-term and took place at class-wise or student-wise level. Attempt of long-term school-wise intervention is rare. This study provides a “Turn Around School Project (TASP)” to 5 elementary schools in a remote area in Taiwan where most students are both socio-economically and culturally disadvantaged. The TASP has Tier 1 and Tier 2 reading intervention. The purpose of Tier 1 and Tier 2 intervention is to improve the teaching/learning quality in regular classes, and provides intensive remedial intervention program to low-achieving students, respectively. And the objective of our study is to assess if TASP can effectively improve the students’ Chinese literacy performance. Methods: Eight schools with 1,471 students participated in our study and were assigned to 3 different groups, 2 treatment groups and 1 control group. The 2 treatment groups provide 1-year and 2-year intervention, separately. Descriptive statistics were used to describe characteristics of the participated schools and the students and distributions of test scores. ANCOVA and GLMM are used to compare intervention effects of the 3 groups by the grade. Findings: In Tier 1 ANCOVA analyses, the treatment effect for the character dictation is significant in Grade 2 and Grade 3 and the treatment groups outperform the control group; the effect for word recogntion is significant for Grades 2 to 5; the effect for reading comprehension achieves statistical significance in Grade 5. In Tier 2 ANCOVA analyses, the treatment effect is significant for character dictation in Grade 2, for accuracy of sight characters in all grades except in Grade 5, for word recognition in Grade 4 and Grade 5, for reading comprehension in Grade 3 and Grade 6. In Tier 1 GLMM analyses after controlling for IQ, the odds of having reading difficulty is lower and the odds of returning to the peer-level is higher in the treatment groups than those in the control group. Similarly, the GLMM analyses in Tier 2 show that the odds of having reading difficulty is lower in the treatment groups than those of the control group. Conclusions/Implications: Overall, the schools in the treatment groups have better progress in the Chinese literacy performance in comparison with that of control group; but most of the progress is observed in character and word level; The treatment effect in the reading comprehension is not significant. Our findings also indicate that the treatment does reduce the chances of students developing reading difficulty and increase the chances of returning to peer-level compared with the control group. The longer the intervention duration, the better results and lower the odds of students developing reading difficulty.