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: 8596827
• 负责人: Sharon Vaughn
• 金额: $ 48.15万
• 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/8596827
• 关键词: Address; Affect; Area; Benchmarking; Businesses; Characteristics; Child; Climate; Cognitive; 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; Randomized; Reader; Reading; Reading Disabilities; Research; Research Project Grants; Sampling; School Teachers; Schools; Severities; Short-Term Memory; Students; Testing; Text; Time; Vocabulary; Writing; base; behavior measurement; contextual factors; design; executive function; fifth grade; follow-up; fourth grade; improved; literacy; reading comprehension; reading difficulties; 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阶段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，这些目标建立在前5年对6- 8年级挣扎读者的研究结果（Vaughn & Fletcher，出版中），利用项目1和2在拟议研究中的研究，并为项目4提供样本。目的1确定阅读理解干预的效果，比较四年级阅读困难学生（n=420）随机分配到典型课堂阅读指导或两种替代干预（语言/知识或技能/策略）中的一种的结果。学生将接受为期两年的治疗，然后进行为期一年的随访（直到六年级）。目标2扩展了第一项干预研究，建立在项目2（执行功能）在一年级和二年级进行的实验研究的基础上，并进行了第二项随机对照试验，其中有阅读困难的四年级学生的非重叠样本被分配到两种治疗条件中的一种，一年级的混合或一年级的混合执行功能实践。与第一次研究中的学生一样，这些学生也将接受两年的治疗（四年级和五年级），然后一直持续到六年级。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一种手段，并确定从学生特征（例如，记忆，动机）和背景因素（例如，教师知识，学校有效性评级，社区获得识字）中可以初步和纵向预测干预反应的程度。学生们将接受包括单词阅读、流利度、阅读和听力理解、拼写、书面表达、口语和词汇在内的有效性影响评估。学生还将被评估学生特征（如工作记忆）和行为测量（如自我调节）以及与教师和学校环境相关的测量（如课堂气氛）。