MARKERS AND MODIFICATION OF EARLY READING FAILURE

早期阅读失败的标记和修改

• 批准号: 7029513
• 负责人: DEBORAH L SPEECE
• 金额: $ 47.81万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-08-01 至 2011-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7029513
• 关键词: behavior prediction; behavior test; behavioral /social science research tag; child psychology; clinical research; data collection methodology /evaluation; data quality /integrity; early /brief intervention /therapy; education evaluation /planning; educational resource design /development; human subject; learning; learning transfer; longitudinal human study; mathematical model; mental disorder diagnosis; middle childhood (6-11); model design /development; reading; reading disorder

DESCRIPTION (provided by applicant): The purpose of this investigation is to improve the precision of early identification screening for reading failure and to determine the extent to which secondary prevention modifies its probability. The emotional and economic sequelae of reading failure in a highly literate society represent a public health concern. Despite the unprecedented national attention given to the problem of reading failure, a model that accurately identifies who will and who will not exhibit early reading failure does not exist. The number of potential marker variables are legion but have yet to be coordinated into a cohesive system that is theoretically robust and systematically tested. In addition, the duration of research-based reading intervention and its long term effects on at-risk children are rarely studied. Two research questions are designed to address the limitations of past research: (a) Is the precision of early identification screening improved by incorporating fluency and growth measures; and (b) Does the probability of reading failure defined by the early identification screen interact with instructional duration to modify the risk of reading failure both immediately and longitudinally? A novel aspect of the design is defining risk of reading failure continuously as probability level rather than dichotomously. The research plan incorporates a multiple cohort design in which three successive cohorts of first grade children are selected (N=250-300 across years). In Year 1, measures tested for the early identification screen include accuracy and fluency measures collected as point estimates (static measurement) and across time (growth measurement). We hypothesize that the lack of attention to fluency and growth has hampered past early identification efforts. Multiple regression and dominance analysis are used to assess impact on reading measured continuously and to reduce the variable set. Logistic regression is used to develop the best fitting algorithm to predict reading failure and produce probabilities. This algorithm is applied in Years 2 and 3 to identify children with higher probabilities of failure (N=180). These children are assigned to a no treatment control or to intervention that lasts 10 weeks or 16 weeks. Duration is varied to understand what is gained and lost by the intervention lengths typically used in reading intervention research. All three cohorts are followed through third grade with the diagnostic battery.

描述(申请人提供)：本次调查的目的是提高早期识别筛查阅读错误的精确度，并确定二级预防在多大程度上改变其概率。在一个高识字率的社会里，阅读失败带来的情感和经济后遗症代表着一个公共卫生问题。尽管阅读失败问题在全国范围内得到了前所未有的关注，但准确识别谁会出现早期阅读失败，谁不会出现阅读失败的模式并不存在。潜在标记变量的数量很多，但尚未协调成一个理论上稳健的、经过系统测试的紧密结合的系统。此外，研究性阅读干预的持续时间及其对高危儿童的长期影响很少被研究。两个研究问题旨在解决过去研究的局限性：(A)早期识别筛查的精确度是否通过纳入流利性和成长性测量而提高；以及(B)早期识别筛查定义的阅读失败概率是否与教学持续时间相互作用，以改变立即和纵向阅读失败的风险？该设计的一个新方面是将连续阅读失败的风险定义为概率水平，而不是一分为二。该研究计划采用了多队列设计，选择了三个连续的一年级儿童队列(N=250-300跨年)。在第1年，对早期识别筛查的测试包括作为点估计(静态测量)和跨时间(增长测量)收集的准确性和流畅性测量。我们假设，缺乏对流畅性和成长性的关注阻碍了过去的早期识别努力。多元回归和优势分析被用来评估对连续测量的阅读的影响，并减少变量集。Logistic回归被用来开发最佳拟合算法来预测阅读失败和产生概率。该算法在第二年和第三年应用，以确定失败概率较高的儿童(N=180)。这些儿童被分配到不治疗的对照组或持续10周或16周的干预组。持续时间是不同的，以了解阅读干预研究中通常使用的干预长度的获得和损失。所有三个队列都被跟踪到三年级，并使用诊断电池。