An Innovative Screener for Reading and SLI targeting Kindergarten through 3rd Grade Students

针对幼儿园至三年级学生的阅读和 SLI 创新筛选器

• 批准号: 10154495
• 负责人: Mark Angel
• 金额: $ 25.66万
• 依托单位: AMIRA LEARNING, INC.
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-05-01 至 2022-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10154495
• 关键词: Address; Analysis of Variance; COVID-19 pandemic; Child; Child Language; Consumption; Coupled; Data; Data Collection; Detection; Development; Diagnosis; Diagnostic; Diagnostic Procedure; Disease; Dyslexia; Early Diagnosis; Early identification; Educational process of instructing; Evaluation; Failure; Generations; Goals; Gold; Home; Human Resources; Impairment; Individual; Instruction; Intervention; Language; Language Disorders; Lead; Learning; Literature; Longitudinal Studies; Measurement; Measures; Methodology; Methods; Outcome; Pattern; Performance; Policies; Positioning Attribute; Process; Program Development; Protocols documentation; Reading; Reading Disorder; Research; Research Personnel; Rice; Risk; Role; Sampling; School-Age Population; Schools; Services; Speech; Standardization; Stream; Students; Teacher Professional Development; Technical Expertise; Technology; Testing; Time; Training; Work; base; cost; cost effective; design; diagnostic accuracy; digital; disorder control; effective therapy; experience; improved; innovation; innovative technologies; intelligent tutoring system; kindergarten; language disorder diagnosis; language impairment; predictive test; prototype; reading comprehension; recruit; screening; second grade; skills; sound; specific language impairment; third grade; tool

As highlighted by the COVID-19 pandemic, there is a need for a usable online screener for children with language and reading disorders to support early reading instruction. In the absence of adequate screening, disorders are under-diagnosed and detected too late, resulting in adverse academic outcomes. While research shows that digital tools can successfully screen for language disorders such as SLI (Grammaggio), and reading disorders such as dyslexia (Amira Reading Screener), currently no practical, cost-effective and reliable screening method exists which integrates information about a child's language and reading skills. Our goal is to create a reliable & valid digital screening process amenable to implementation by schools. The goal is to identify at-risk children by combining the predictive role of language impairments (expressed via grammar) with a fully-automated early reading assessment (expressed via reading aloud). By directly comparing the results of both screeners, the research aims to establish the parameters for a unified screener able to operate within the critical constraints of usefulness, namely: modest test time to avoid lost instructional time; an extremely low false positive rate; minimal requirements for teacher training, and; easy access from both the classroom and home. One asset is a sample of children participating in an ongoing longitudinal study with well-documented diagnosis of SLI and reading disorders in addition to extensive experience with Grammaggio. The second asset is a well-documented innovative technology for teaching reading to children (Amira) coupled to a proven reading screener (Amira Reading Screener). Aim 1 is to determine if the combination of a language screener and a reading screener yields increased accuracy for identification of children with reading disorders. Aim 2 is to identify possible correspondences of reading errors identified by Amira with grammatical errors evaluated by Grammaggio. Four groups of children will be recruited from an existing longitudinal sample: SLI, reading disordered, both SLI and reading disorders, and control children. Screening outcomes will be validated against an external gold standard, the existing measurement protocol in R01DC001803 that provides standardized language and reading assessments of participating children. Successful completion of the aims will determine whether a combined electronic screener can reliably, validly, and cost-effectively flag students at-risk for specific disorders. Our prediction is that we will improve our understanding of the overlaps and interactions between reading and language disorders, leading to earlier and more effective treatments of these disorders. The team proposing this work benefits from the field expertise of Rice's team in ongoing data assessments and includes key personnel from Amira Learning. The combination of assets and expertise is well-positioned to make significant progress. Preliminary data collection in advance of this submission suggests that our integrated prototype screener will improve identification of children at-risk for language and reading disorders.

正如共同19-19大流行所强调的那样，需要一个可用的在线筛选员 语言和阅读障碍以支持早期阅读指导。在没有足够筛选的情况下 疾病的诊断不足和检测到为时已晚，导致了不良的学业成果。研究 表明数字工具可以成功筛选语言障碍，例如SLI（Grammaggio）和 阅读障碍，例如阅读障碍（Amira阅读筛选器），目前尚无实用，成本效益且可靠的 存在筛选方法，可以整合有关儿童语言和阅读技能的信息。 我们的目标是创建一个可靠的数字筛选过程，适合学校实施。这 目标是通过结合语言障碍的预测作用来识别高危儿童（通过 语法）具有完全自动化的早期阅读评估（通过大声朗读表示）。直接 比较两个筛选器的结果，该研究旨在建立统一筛选器的参数 能够在有用性的关键约束中运行 时间;误报率极低；对教师培训的最小要求，以及；轻松访问 教室和家。一项资产是参加正在进行的纵向研究的儿童样本 除了丰富的经验，还具有有据可查的SLI和阅读障碍的诊断 Grammaggio。第二种资产是有据可查的创新技术，用于向儿童教授阅读 （Amira）与经过验证的阅读筛选器（Amira阅读筛选器）结合在一起。目标1是确定是否是否 语言筛选器和阅读筛选器的组合产生了提高的精度以识别 儿童阅读障碍。 AIM 2是确定通过 阿米拉（Amira）带有语法错误，由Grammaggio评估。将从一个儿童中招募四组儿童 现有的纵向样本：SLI，阅读失调，SLI和阅读障碍以及对照儿童。 筛选结果将根据外部黄金标准进行验证，这是现有的测量协议 R01DC001803提供标准化语言和参与儿童的阅读评估。 成功完成目标将确定合并的电子筛选器是否可以有效地可靠 并成本效益地向学生贴上特定疾病的危险。我们的预测是我们将改善我们的 了解阅读和语言障碍之间的重叠和互动，导致早期和 这些疾病的更有效治疗。提议这项工作的团队受益于现场专业知识 赖斯（Rice）的团队正在进行正在进行的数据评估中，包括Amira学习的关键人员。组合 资产和专业知识的位置很好，可以取得重大进展。预先收集初步数据 此提交的内容表明，我们的集成原型筛选器将改善对儿童处于危险的识别 语言和阅读障碍。