Integrating Executive Functioning Into Remediation of Students with Reading disa

将执行功能纳入阅读障碍学生的补救中

• 批准号: 8383446
• 负责人: Sharon Vaughn
• 金额: $ 59.69万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-06-01 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/8383446
• 关键词: Address; Affect; Area; Benchmarking; Businesses; Characteristics; Child; Climate; Cognitive; Community Practice; Comprehension; Data; Development; Effectiveness; Effectiveness of Interventions; Elements; Generations; Hybrids; Influentials; Informal Social Control; Instruction; Intervention; Intervention Studies; Knowledge; Language; Learning; Learning Disabilities; Measures; Memory; Morphology; Motivation; Neighborhoods; Oral; Outcome; Prevention approach; Process; Randomized; Reader; Reading; Reading Disabilities; Research; Research Project Grants; Sampling; School Teachers; Schools; Severities; Short-Term Memory; Students; Testing; Text; Time; Translational Research; Vocabulary; Writing; base; behavior measurement; contextual factors; design; elementary school; executive function; fifth grade; follow-up; fourth grade; improved; literacy; remediation; research study; response; secondary outcome; sixth grade; skills; spelling; teacher; yeast two hybrid system

Despite influential findings regarding early reading development and prevention approaches for students with reading disabilities, many students with reading disabilities demonstrate inadequate reading comprehension in the middle grades, affecting learning which bodes unfavorably for post secondary outcomes. Project 3 is designed to address 3 aims that build on the findings from the previous 5 years of research (Vaughn & Fletcher, in press) with struggling readers in grades 6- 8, capitalizing on research from Projects 1 and 2 in the proposed studies, and providing samples for Project 4. Aim 1 determines the efficacy of reading comprehension interventions comparing outcomes of 4th graders with reading difficulties randomly assigning students (n=420) to typical classroom reading instruction or to one of two replacement interventions (Language/Knowledge or Skills/Strategies). Students will be treated for 2 years and then followed for one (through sixth grade). Aim 2 extends the first intervention study by building on the experimental studies conducted during years 1 and 2 by Project 2 (Executive Functioning), and conducting a second RCT with a nonoverlapping sample of 4th graders with reading difficulties assigned to one of two treatment conditions, hybrid from Year 1 or hybrid from Year 1 with executive functioning practices. Like students in the 1st study, these students will also be treated for two years (grades 4 and 5) and then followed through grade 6. Aim 3 determines student characteristics and contextual factors associated with response to intervention as a means of informing treatment decisions, and to determine the extent to which response to intervention can be predicted initially and longitudinally from students' characteristics (e.g., memory, motivation) and contextual factors (e.g., teachers' knowledge, school effectiveness ratings, neighborhoods access to literacy). Students will be assessed on efficacy impact measures including word reading, fluency, reading and listening comprehension, spelling, written expression, oral language and vocabulary. Students will also be assessed on student characteristics (e.g., working memory) and behavioral measures (e.g., self-regulation) as well as measures related to teacher and school context (e.g., classroom climate).

尽管关于阅读障碍学生的早期阅读发展和预防方法有影响力的发现，但许多阅读障碍学生在中年级时表现出阅读理解不足，影响了学习，这对中学后的成绩不利。项目 3 旨在解决 3 个目标，这些目标建立在过去 5 年对 6-8 年级阅读困难的研究结果的基础上（Vaughn & Fletcher，正在出版），利用拟议研究中项目 1 和 2 的研究，并为项目 4 提供样本。目标 1 确定阅读理解干预措施的效果，比较有阅读困难的四年级学生的结果，随机分配学生 (n=420) 进行典型的课堂阅读 指导或两种替代干预措施之一（语言/知识或技能/策略）。学生将接受为期 2 年的治疗，然后接受一年的随访（直至六年级）。目标 2 扩展了第一项干预研究，以项目 2（执行功能）在第一年和第二年进行的实验研究为基础，并对具有阅读困难的四年级学生的非重叠样本进行第二次随机对照试验，这些学生被分配到两种治疗条件之一，即第一年的混合治疗或第一年与执行功能实践的混合。与第一项研究中的学生一样，这些学生也将接受两年的治疗（4 年级和 5 年级），然后一直持续到 6 年级。目标 3 确定与干预反应相关的学生特征和背景因素，作为治疗决策的参考手段，并确定根据学生特征（例如记忆、动机）和背景因素（例如教师知识、学校效能评级、 社区获得识字的机会）。学生将接受效能影响评估，包括单词阅读、流畅性、阅读和听力理解、拼写、书面表达、口语和词汇。还将对学生进行学生特征（例如工作记忆）和行为测量（例如自我调节）以及与教师和学校环境相关的测量（例如课堂气氛）的评估。