TREATMENT OF DEVELOPMENTAL READING DISABILITIES

描述：该项目从理论上评估了五个方面的效果 为患有发育障碍的幼儿提供积极的治疗方案， 基于语言的阅读障碍。治疗是基于以下证据的： 1)发展性阅读问题的原因是多元的、核心的语言和 认知缺陷，主要是在语音意识；命名/加工方面 速度和元认知控制；以及2)证明有效性的数据 解决一种以上缺陷的治疗方法是最有效的。 该项目集成了三个经过验证的治疗模块(PHAB/DI-音素 分析和融合；WIST-单词识别策略培训， Rave-O-检索-速度、准确度、词汇说明和正字法)到 一种全面的三焦点干预，将其与两个双焦点进行比较 程序(PHAB/DI+WIST，PHAB/DI+RAVEO)和课程控制条件。 两个额外的强化治疗方案，其中一个包括拼写/写作 培训，另一个全面的流利性培训，将各自整合在一起 三个重点的项目。所有的治疗方案都采用类似的格式， 由受雇于该项目的训练有素的研究教师独立授课 监测治疗的完整性。除了治疗比较之外，这个 项目还评估了干预的发展时机的影响 (从一年级、二年级或三年级开始)，不同程度的干预 强度(授课时间-0、35、0、105、140、175、210、245、2800、 教师/学生比例-1：1、1：4、1：教室)，以及个人的作用 差异，特别是与不同研发定义有关的差异；或 认知亚型，对阅读结果的影响。总共有超过432名儿童被选为 代表种族、社会地位和智商的全部级别，将获得 干预措施，并纵向追踪至四年级。三治 站点(亚特兰大、波士顿、多伦多)用于增强概括性和 解决方言、文化、社会经济和课程方面的差异 学校。重复测量设计、多元Logistic回归和增长 将使用曲线建模来评估与以下方面相关的治疗结果 标准化措施和试验性措施的个体差异，特别是 与单词识别、流利性和阅读理解有关的问题。

DESCRIPTION: The project evaluates effectiveness of five, theoretically motivated treatment programs for young children with developmental, language-based reading disabilities. Treatments are based upon evidence that: 1) developmental reading problems are due to multiple, core linguistic and cognitive deficits, primarily in phonological awareness; naming/processing speed, and metacognitive control; and 2) data demonstrating the effectiveness of treatments that address more than one of the deficits are most effective. This project integrates three proven treatment modules (PHAB/DI-Phonological Analysis and Blending; WIST-Word Identification Strategy Training, RAVE-O-Retrieval-Rate, Accuracy, Vocabulary Elaboration, and Orthography) into a comprehensive triple-focus intervention, comparing it to two dual-focus programs (PHAB/DI + WIST, PHAB/DI + RAVEO) and a curriculum control condition. Two additional enhanced treatment programs, one that includes spelling/writing training, the other comprehensive fluency training, will each be integrated with the triple-focused program. All treatment programs employ similar format, taught by trained research teachers hired for the project, and independently monitored for treatment integrity. In addition to treatment comparisons this project also evaluates the impact of developmental timing of the intervention (starting in 1st, 2nd, or 3rd grade), differing levels of intervention intensity (hours of instruction-0, 35, 0, 105, 140, 175, 210, 245, 2800, teacher/student ratios-1:1, 1:4, 1:classroom), and the role of individual differences, particularly those related to different RD definitions, or cognitive subtypes, on reading outcomes. In all, over 432 children, selected to represent the full range of race, SES, and IQ levels, will receive interventions and be longitudinally followed until 4th grade. Three treatment sites (Atlanta, Boston, Toronto) are used to enhance generalizability and to address dialect, cultural, socioeconomic, and curriculum differences within schools. Repeated measure designs, multiple and logistic regression, and growth curve modeling will be used to evaluate treatment outcomes in relation to individual differences on standardized and experimental measures, particularly those related to word identification, fluency, and reading comprehension.