Understanding Word-Reading & Calculations Comorbid Learning Disabilities

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• 批准号: 10470017
• 负责人: Doug Fuchs
• 金额: $ 59.85万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-06 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10470017
• 关键词: Achievement; Address; Algebra; Businesses; Child; Cognitive; Comprehension; Control Groups; Development; Employment; Face; Foundations; Future; Goals; Health; Heterogeneity; Instruction; Intervention; Learning; Learning Disabilities; Light; Logistics; Mathematics; Mediating; Mediation; Mediator of activation protein; Memory; Names; Outcome; Paired-Associate Learning; Phase; Phase I/II Clinical Trial; Population; Process; Public Health; Quality of life; Randomized; Reading; Research; Research Project Grants; Schools; Science; Security; Social Adjustment; Specific qualifier value; Students; Subgroup; Testing; Text; Time; Underserved Population; Visualization; Visuospatial; Vulnerable Populations; Work; clinical practice; cognitive ability; cognitive process; comorbidity; design; experience; first grade; improved; innovation; insight; learning engagement; mathematics disability; peer; phonology; practice setting; response; skills; treatment effect

PROJECT SUMMARY/ABSTRACT Despite important advances in the treatment of learning disabilities (LDs), the dominant approach to intervention—direct skills instruction—fails to meet the needs of 25-40% of LD students. This, combined with the heterogeneity of LDs, indicates the need to expand the framework for LD treatment with innovative approaches that target the specific needs of subgroups of LD students. This study addresses a subset of the LD population with a distinctive set of needs: students with comorbid difficulty across word reading & calculations. This LD subgroup experiences weaker outcomes in both reading & math and poorer response to reading & math treatment than do peers with difficulty in just 1 of these domains. This study is guided by an innovative Theoretical Framework, which identifies opportunities for strengthening early word reading & calculations in theoretically coordinated fashion for this understudied and underserved population. The aim of this Phase 1/2 Clinical Trial is to extend understanding about connections between early reading & math and investigate the mechanisms by which effects of coordinated treatment may occur (Phase 1) while also assessing short-term effects of coordinated treatment (Phase 2). Comorbid 1st-grade students are randomly assigned to 4 conditions, a control group, coordinated treatment across reading & math, reading-only treatment, & math-only treatment. We (1) test coordinated treatment’s short-term effects on reading & math outcomes, while assessing (2) whether improved reading skill serves as a mediator of coordinated treatment’s effects on math outcomes and whether improved math skill serves as a mediator of coordinated treatment’s effects on reading outcomes; (3) whether improvement in targeted cognitive processes mediates coordinated treatment’s effects on reading & math outcomes in similar ways; & (4) whether other associated cognitive processes moderate coordinated treatment’s effects on reading & math outcomes in similar ways. This study impacts science by deepening understanding about connections between early reading & math development and offering insights to guide future directions for accelerating the learning of students with these comorbid LDs. This study impacts clinical practice by addressing word-reading + calculations comorbid LDs in a theoretically coordinated manner, which should ease the logistical challenges schools face in providing multiple forms of intervention to students with comorbidity – challenges that often mean these children do not receive treatment in both domains. The focus is highly relevant & significant because comorbid reading & math LDs are associated with long-term negative consequences, including problems with employment, health, social adjustment, & quality of life.

项目摘要/摘要 尽管在学习障碍（LDS）方面取得了重要进展，但 干预措施 - 直接技能指导 - 满足25-40％的LD学生的需求。这个，结合 LDS的异质性表明需要通过创新扩展LD处理的框架 方法是针对LD学生亚组的特定需求。这项研究针对 LD人群具有独特的需求：在单词阅读中，合并症困难的学生很难 计算。该LD子组在阅读和数学和较差的响应中的结果较弱 阅读和数学处理要比仅在其中一个领域中的同行困难。这项研究由 一个创新的理论框架，它标识了加强早期单词阅读和的机会 理论上以这种理解和服务不足的人群进行协调的方式计算。目的 这一阶段1/2临床试验是扩展对早期阅读与数学之间联系的理解 并研究可能发生协调治疗的影响的机制（第1阶段） 评估协调治疗的短期影响（第2阶段）。合并的一年级学生是随机的 分配给4个条件，一个对照组，跨阅读和数学的协调治疗，仅阅读 治疗和仅数学治疗。我们（1）测试协调治疗对阅读和数学的短期影响 结果，在评估（2）的同时，提高阅读技能是否可以作为协调的调解人 治疗对数学成果的影响以及提高的数学技能是否可以作为协调的调解人 治疗对阅读结果的影响； （3）有针对性的认知过程是否有所改善 以类似方式协调治疗对阅读和数学成果的影响； ＆（4）其他相关的 认知过程以类似的方式对治疗对阅读和数学成果的影响中等。 这项研究通过加深对早期阅读与数学之间联系的了解来影响科学 开发和提供见解，以指导未来的方向，以加快学生的学习 这些合并的LDS。这项研究通过解决文字阅读 +计算来影响临床实践 以理论协调的方式合并LDS，这应该缓解后勤挑战学校 面对合并症的学生提供多种形式的干预 - 通常意味着 这些孩子在两个领域都没有接受治疗。重点是高度相关和重要的，因为 合并阅读和数学LD与长期负面后果有关，包括问题 就业，健康，社会调整和生活质量。