Investigating a Framework for STEM-Reading to Support Secondary School Students with Reading Disabilities

该奖项由史密森学会天体物理天文台领导和管理，哈佛大学和马萨诸塞大学波士顿分校的同事以及Landmark School的参与做出了重要贡献。该项目的目的是调查一种限制注意力和控制文本阅读速度的技术干预，被称为“广度限制触觉强化（SLTR）”，对提高有阅读障碍的高中学生的科学阅读理解和流畅性的效果。将SLTR与iPod技术结合使用与传统纸质阅读进行比较。初步调查的设计包括将150名患有阅读障碍的高中生随机分配到四个小组，以控制演示顺序（iPod vs.纸）和文本（两种不同的类似材料组）。来自主要研究的数据结合额外的数据收集协议被用来解决两个额外的探索性研究问题：1。SLTR的有效性是否取决于STEM内容的类型？SLTR在不同亚型阅读障碍中的应用有多大程度的不同？该项目的评估由一个外部独立的评估机构进行，由另一个奖项资助。该奖项的复制手册可在奖项网站上获得，研究结果可在网站上和同行评审的出版物中提供。

This award is led and managed by Smithsonian Institution Astrophysical Observatory with significant contributions from colleagues at Harvard University and the University of Massachusetts at Boston, as well as participation from Landmark School. The purpose of the project is to investigate how effective the use of a technological intervention that limits attention and controls text reading rate, labeled "Span Limiting Tactile Reinforcement (SLTR)," is for improving the science reading comprehension and fluency of high school students with dyslexia. A comparison of using SLTR with iPod technology to using traditional paper reading is being conducted. The design of the primary investigation involves assigning 150 high school students with dyslexia to four randomly assigned sub-groups to control for presentation order (iPod vs. paper) and for text (two different similar material sets).Data from the primary research combined with additional data collection protocols is being used to address two additional exploratory research questions:1. Does the effectiveness of SLTR depend on the type of STEM content?2. To what extent does the utility of SLTR differ among subtypes of dyslexia?The evaluation of this project is being conducted by an external and independent evaluator, funded under a different award.A replication manual for this award is available on the award website and results from the studies are provided on the website and in peer-reviewed publication.