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

正如新冠肺炎大流行所强调的那样，需要一种适用于患有以下疾病的儿童的在线筛查 语言和阅读障碍支持早期阅读教学。在缺乏充分筛查的情况下， 疾病被低估了，发现得太晚了，导致了不利的学业结果。在研究的同时 显示数字工具可以成功地筛查语言障碍，如SLI(Grammaggio)，以及 阅读障碍等阅读障碍(阿米拉阅读筛选器)，目前没有实用，性价比高，可靠 存在一种筛选方法，它整合了关于儿童语言和阅读技能的信息。 我们的目标是创建一个可靠和有效的数字筛选过程，适合学校实施。这个 目标是结合语言障碍的预测作用来识别高危儿童(通过 语法)和全自动的早期阅读评估(通过朗读表达)。通过直接 比较两种筛选机的结果，本研究旨在建立统一筛选机的参数 能够在有用性的关键限制范围内操作，即：适度的测试时间以避免丢失指导 时间；极低的误检率；对教师培训的最低要求；以及 无论是在教室还是在家里。一项资产是参与一项正在进行的纵向研究的儿童样本 对系统性红斑狼疮和阅读障碍的诊断有据可查，并有丰富的 格拉马乔。第二项资产是一项有充分记录的创新技术，用于向儿童教授阅读 (Amira)与成熟的阅读筛选器(Amira阅读筛选器)配合使用。目标1是确定是否 语言筛选器和阅读筛选器的组合提高了识别的准确性 有阅读障碍的儿童。目标2是确定可能的对应的阅读错误识别 阿米拉的语法错误由Grammaggio评估。四组儿童将从一个 现有纵向样本：SLI、阅读障碍、SLI与阅读障碍兼而有之，并与对照组儿童比较。 筛查结果将对照外部黄金标准进行验证，该标准是 R01DC001803，为参与的儿童提供标准化的语言和阅读评估。 成功完成目标将决定组合电子筛选器是否能够可靠、有效地、 并以符合成本效益的方式标记出有特定障碍风险的学生。我们的预测是，我们将提高我们的 理解阅读和语言障碍之间的重叠和相互作用，导致更早和 对这些疾病进行更有效的治疗。提出这项工作的团队得益于 莱斯的团队正在进行数据评估，其中包括阿米拉学习公司的关键人员。组合在一起 资产和专业知识的发展处于有利地位，有望取得重大进展。提前收集初步数据 这表明我们的集成原型筛查器将改进对高危儿童的识别 治疗语言和阅读障碍。

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.