Integrating Executive Functioning Into Remediation of Students with Reading disa

尽管关于阅读障碍学生的早期阅读发展和预防方法的研究结果很有影响力，但许多阅读障碍学生在中学年级表现出阅读理解能力不足，影响了学习，这对中学后的结果是不利的。项目3旨在解决3个目标，这些目标建立在过去5年(Vaughn&Fletcher出版社)对6-8年级有阅读困难的读者的研究结果的基础上，利用拟议研究中项目1和2的研究成果，并为项目4提供样本。目标1确定阅读理解干预的有效性，比较有阅读困难的4年级学生的结果，随机将学生(n=420)分配到典型的课堂阅读教学或两种替代干预(语言/知识或技能/策略)之一。学生将接受两年的治疗，然后跟踪一年(直到六年级)。目标2扩展了第一个干预研究，在项目2(执行功能)在第一年和第二年进行的实验研究的基础上，对被分配到两种治疗条件之一的阅读困难的四年级学生进行了第二次随机对照试验，这两种治疗条件从一年级混合或从一年级混合与执行功能实践相结合。与第一项研究中的学生一样，这些学生也将接受为期两年的治疗(4年级和5年级)，然后一直跟踪到6年级。目标3确定学生的特征和与干预反应相关的背景因素，作为一种告知治疗决定的手段，并确定根据学生的特征(例如记忆力、动机)和背景因素(例如教师的知识、学校效率评级、社区识字机会)可以初步和纵向预测干预反应的程度。学生将接受有效性影响指标的评估，包括单词阅读、流利程度、阅读和听力理解、拼写、书面表达、口语和词汇。还将评估学生的特点(例如，工作记忆)和行为措施(例如，自我调节)，以及与教师和学校环境有关的措施(例如，课堂气氛)。

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).