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: 8264853
• 负责人: Sharon Vaughn
• 金额: $ 19.69万
• 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/8264853
• 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; follow-up; 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). It is

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年级表现出阅读理解不足，影响了学习，这对中学后的结果不利。项目3的目的是解决3个目标，建立在前5年的研究结果（沃恩和弗莱彻，在印刷）与挣扎的读者在6- 8年级，利用研究项目1和2在拟议的研究，并提供样本项目4。目的1确定阅读理解干预的有效性比较结果的四年级学生阅读困难随机分配学生（n=420）典型的课堂阅读指令或两个替代干预（语言/知识或技能/策略）。学生将接受2年的治疗，然后随访一年（到六年级）。目标2扩展了第一个干预研究的基础上进行的实验研究，在第1年和第2年的项目2（执行功能），并进行了第二个随机对照试验的非重叠样本的四年级学生与阅读困难分配到两个治疗条件之一，混合从1年或混合从1年与执行功能的做法。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），然后随访到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，作为告知治疗决策的手段，并确定从学生特征（例如，记忆、动机）和上下文因素（例如，教师的知识，学校效率评级，社区获得识字）。学生将被评估的功效影响措施，包括文字阅读，流畅性，阅读和听力理解，拼写，书面表达，口语和词汇。学生也将根据学生的特点进行评估（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有关的措施（例如，课堂气氛）。是