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

没有足够的以研究为基础的数据，关于对不了解情况的儿童和青少年的补救干预 接受早期干预或接受干预，并表现出持续的阅读困难。这一点对于 学生谁是英语学习者(ELS)，这方面的研究相对较少，在中学解决ELS 学校的阅读问题严重削弱了他们的能力，并预示着不良的学业和 与阅读障碍相关的行为结果。与RFA一致，我们将ELS作为一个整体来关注 这在历史上是没有得到足够的服务的，而且在他们的发展过程中，有可能提供阅读 理解性干预的力度足够大，足以缓解一系列不利后果。从一个科学的 从视角来看，关注任何社会人口子组中持续的阅读困难是重要的，因为 与补救干预相关的小影响，再加上缺乏对 青春期ELS。目标1决定了综合注意力和阅读理解的阅读理解干预的有效性 持续阅读困难的7年级和8年级英语专业学生的自我调节练习。在以前版本的基础上构建 在过去的10年里，我们对4到8年级的学生进行了干预研究111 提出一项纵向双队列设计，利用随机对照试验，将学生分配到 补充阅读干预或“一切照常”的控制条件(即，队列1-1岁和2岁； 205名学生接受治疗，205名学生处于控制状态；队列2-3年级和4年级；205名学生接受治疗 在控制条件下205人；在每种条件下总计410人)。每组的学生将接受为期两年的治疗 (即7年级和8年级)，然后跟踪一年(9年级)。目标2确定联合-- 一系列学生的注意力问题和英语水平等发生情况 结果包括与阅读相关的结果、数学结果和写作结果。Aim 3考试学生 与作为通知手段的干预反应有关的特点和背景因素 治疗决策，并确定最初可预测干预反应的程度 纵向上从学生的特点(如注意力)和语境因素(如教师的 知识、学校效能评级)。项目3(干预)通过其纵向设计紧密联系在一起 项目2-5，包括项目5(表观遗传学)的表观遗传学重点，并在概念上与项目1 (综合)，其重点是综合干预做法和互惠的跨项目分析。它是 预计这一检验提高阅读理解和结果的有效性的稳健模型 以阅读为主，写作为辅对初中生的影响很大 一般情况下，特别是在英语学习中，纠正阅读困难的教学实践。

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.