Integrating Attention and Self-Regulation Into an Intensive Intervention for Middle School English Learners with Persistent Reading Difficulties

没有足够的基于研究的数据来说明对不了解的儿童和青少年采取补救措施的情况。 接受早期干预或接受干预后出现持续性阅读困难。更是如此 学生谁是英语学习者（埃尔斯），其中有相对较少的研究解决埃尔斯在中间 当学校的阅读问题严重影响学生的学习能力时， 与阅读障碍相关的行为结果。与RFA一致，我们将Els作为一个群体 这是历史上服务不足，并在其发展的时候，有可能提供阅读 理解干预足够强烈，以改善一系列不良后果。从科学 从这个角度来看，关注任何社会人口亚组中持续的阅读困难是重要的， 与补救干预措施有关的影响很小，由于缺乏对以下方面的研究， 青少年埃尔目的1确定阅读理解干预的有效性， 自我调节的做法，在7年级和8年级与持续的阅读困难。参照以往的各项 在过去10年中，我们对4至8年级的学生进行了干预研究111， 提出一个纵向的，双队列设计，利用随机对照试验分配学生， 补充阅读干预或“正常业务”控制条件（即，队列1 -第1和2年; 205名学生接受治疗，205名学生接受对照;队列2 - 3年级和4年级; 205名学生接受治疗 对照组205只，每种情况下共410只）。每个队列的学生将接受2年的治疗 (i.e.,七年（1979年），又逢九年（1979年），又逢九年（1979年）。目标2确定共同的影响， 发生的条件，如注意力问题和英语语言能力的一系列学生 结果包括阅读相关的结果，数学结果和写作结果。目标3检查学生 与对作为告知手段的干预措施的反应相关的特征和背景因素 治疗决策，并确定在何种程度上可以预测干预的反应最初 并且纵向地从学生的特征（例如，注意力）和上下文因素（例如，教师 知识、学校效能评级）。项目3（干预）的纵向设计与以下方面密切相关： 项目2-5，包括项目5（表观遗传学）的表观遗传学重点，以及项目1的概念 （整合），其重点是综合干预做法和相互的跨项目分析。是 我希望这个强大的模型，检查改善阅读理解和结果的有效性 主要用于阅读，其次用于写作的学生在中等年级将产生很大的影响， 一般来说，纠正阅读困难的教学实践，特别是在埃尔斯。

There is insufficient research-based data on remedial interventions for children and adolescents who do not receive early interventions or receive them and show persistent reading difficulties. This is especially true for students who are English learners (Els), where there is relatively little research addressing Els in middle schools at a point when their reading problems are significantly disabling and presage adverse academic and behavioral outcomes associated with reading disabilities. Consistent with the RFA, we focus on Els as a group that is historically underserved and at a time in their development when it is possible to deliver reading comprehension interventions sufficiently intense to ameliorate a host of adverse outcomes. From a scientific perspective, the focus on persistent reading difficulties in any sociodemographic subgroup is important given the small effects associated with remedial interventions, which is compounded by the lack of research on adolescent Els. Aim 1 determines the efficacy of reading comprehension interventions integrating attention and self-regulation practices for Els in Grades 7 and 8 with persistent reading difficulties. Building on previous intervention studies we have conducted with students in Grades 4 through 8 over the past 10 years111, we propose a longitudinal, double-cohort design utilizing a randomized control trial assigning students to supplemental reading intervention or a “business as usual” control condition (i.e., Cohort 1 – Years 1 and 2; 205 students in treatment and 205 in control condition; Cohort 2 – Years 3 and 4; 205 students in treatment and 205 in control condition; total 410 in each condition). Students in each cohort will be treated for 2 years (i.e., 7th and 8th grade) and then followed for one year (9th grade). Aim 2 determines the impact of co- occurring conditions such as attention problems and English language proficiency on a range of student outcomes including reading-related outcomes, math outcomes, and writing outcomes. Aim 3 examines student characteristics and contextual factors associated with response to intervention as a means of informing treatment decisions, and to determine the extent to which response to intervention can be predicted initially and longitudinally from students' characteristics (e.g., attention) and contextual factors (e.g., teachers' knowledge, school effectiveness ratings). Project 3 (Intervention) is closely tied by its longitudinal design to Projects 2-5, including the epigenetic focus of Project 5 (Epigenetics), and conceptually to Project 1 (Integration), with its focus on syntheses of intervention practices and reciprocal cross-project analyses. It is expected that this robust model of examining the efficacy of improving reading comprehension and outcomes primarily for reading and secondarily for writing for students in the middle grades will yield high impact on instructional practices for remediating reading difficulties generally, and specifically in Els.