TREATMENT OF DEVELOPMENTAL READING DISABILITIES

描述：该项目从理论上评估了五种方法的有效性， 为患有发育障碍的幼儿提供积极的治疗方案， 语言阅读障碍。治疗基于以下证据： 1)发展性阅读问题是由于多种核心语言和 认知缺陷，主要是语音意识;命名/处理 速度和元认知控制; 2）证明有效性的数据 解决一个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-语音 分析和混合; WIST单词识别策略培训， RAVE-O-检索率、准确度、词汇表和拼写） 一个全面的三重点干预，比较它与两个双重点， 程序（PHAB/DI + WIST，PHAB/DI + RAVEO）和课程控制条件。 两个额外的强化治疗计划，一个包括拼写/写作 培训，其他全面流利的培训，将每一个综合 三重重点项目所有的治疗方案都采用类似的形式， 由为该项目聘请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， 该项目还评估了干预措施的发展时机的影响 （从一年级、二年级或三年级开始），不同程度的干预 强度（教学时数-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RD定义相关的差异，或 认知亚型，对阅读结果的影响。总共有超过432名儿童， 代表全方位的种族，社会经济地位和智商水平，将获得 干预措施，并纵向跟踪，直到四年级。三个治疗 地点（亚特兰大、波士顿、多伦多）用于增强概括性， 解决方言，文化，社会经济和课程差异， 学校重复测量设计、多元和逻辑回归与生长 曲线建模将用于评价治疗结局， 标准化和实验测量的个体差异，特别是 与单词识别、流畅性和阅读理解相关的测试。

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.