TREATMENT OF DEVELOPMENTAL READING DISABILITIES

发展性阅读障碍的治疗

• 批准号: 6212043
• 负责人: ROBERT D MORRIS
• 金额: $ 39.17万
• 依托单位: GEORGIA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-05-17 至 2001-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6212043
• 关键词: African American; Hispanic Americans; behavioral /social science research tag; caucasian American; child (0-11); clinical research; education evaluation /planning; human subject; intelligence; language development; low socioeconomic status; racial /ethnic difference; reading disorder; remedial /special education; socioeconomics; speech; training

DESCRIPTION (Adapted from the Applicant's Abstract): This project evaluates the effectiveness of four theoretically-motivated treatment packages for children with developmental, language-based reading disabilities (RD). Treatments are based upon increasing, converging evidence that developmental reading problems are primarily due to two core linguistic deficits (phonological awareness; retrieval/access speed) that are highly specific and relatively independent, and a more general metacognitive control problem. Three different types of treatment modules (PHAB/DI-Phonological Analysis and Blending; WIST-Word Identification Strategies; RAVE-O Retrieval Rate and Accuracy, Vocabulary Elaboration and Orthography) and a contrast/control module (CSS, Classroom Survival Skills) will be combined into four different experimental treatment packages based on a multidimensional model of RD (PHAB/DI + CSS; PHAB/DI + WIST; PHAB/DI + RAVE-O; PHAB/DI + WIST + RAVE- O) and compared to each other and to a Math Treatment Control Group (CSS + MATH). All treatment packages will be of equal length, similar format, and independently monitored for integrity. For each of the five treatment/control groups, 64 children will be evaluated (total=320). Each sample will be generated using IQ level, socioeconomic status, and race (African-American Black/Caucasian) in a factorial design that permits evaluation of these factors in relation to treatment outcomes. This will result in half of the children involved in the treatments being African-American, and half coming from lower socioeconomic classes, two understudied RD groups. The sampling strategy is key to evaluating differential remedial outcomes based on a child's individual characteristics, including co-morbidity,different subtype classification, other definitions of RD and RD typologies. Three treatment sites (Atlanta, Boston, Toronto) will be utilized to increase generalizability of results. Both repeated measure designs and learning (growth) curve modeling techniques will be used to evaluate treatment outcomes in relation to individual ability characteristics, as measured by standardized and experimental measures.

描述(改编自申请者摘要)：本项目 评估四种基于理论的治疗方法的有效性 儿童发展性语言阅读套餐 残疾(RD)。治疗的基础是增加、收敛 有证据表明发展性阅读问题主要是由两个原因引起的 核心语言缺陷(语音意识；检索/获取速度) 它们是高度具体和相对独立的，而且更一般 元认知控制问题。三种不同类型的治疗 模块(PHAB/DI-音位分析和合成；WIST-Word 识别策略；RAVE-O检索率和准确率， 词汇精加工和拼写)和对比/控制模块 (css，课堂生存技能)将合并为四个不同的 基于RD多维模型的实验治疗包 (PHAB/DI+css；PHAB/DI+WIST；PHAB/DI+RAVE-O；PHAB/DI+WIST+RAVE- O)并相互比较，并与数学处理控制组(css +数学)。所有治疗包装将具有相同的长度，相似的格式， 并独立监控其完整性。对于五个人中的每一个 治疗组/对照组，对儿童进行测评(总分=320)。 每个样本将根据智商水平、社会经济地位和 种族(非裔美国黑人/高加索人)的析因设计 允许根据治疗结果对这些因素进行评估。 这将导致一半的儿童参与治疗 作为非裔美国人，一半来自较低的社会经济水平 班，两个未被研究的RD组。抽样策略是关键 根据儿童的个体评估不同的补救结果 特征，包括共病，不同亚型 分类，RD和RD类型学的其他定义。三 治疗地点(亚特兰大、波士顿、多伦多)将用于增加 结果的概括性。重复测量设计和学习 (生长)曲线建模技术将用于评估治疗 与个人能力特征相关的结果，如测量的 通过标准化和试验性措施。