Evidence-based Interventions to Enhance Outcomes among Struggling Readers

项目摘要/摘要 虽然在提高阅读障碍学生的阅读能力方面积累了大量的知识，但在 小学年级，对中年级(即3-6年级)进行的阅读干预一直很少见，而且 通常证明影响较小，即使在提供更密集的干预措施的时间越来越长的情况下 持续时间。现有干预措施的一个障碍是狭隘地关注阅读问题，而没有解决 非学术因素(例如，自我调节、社会情绪)也会影响学习。因此，对 将其他成分纳入标准阅读技能干预措施所产生的效果是必要的。 焦虑是这种方法的一个特别突出的目标，因为它是最常见的报道之一 儿童的心理健康问题，焦虑和学业之间存在着显著的联系 结果。此外，绝大多数阅读困难或对阅读没有反应的儿童 干预报告称，焦虑情绪有所上升。本提案的目的是评估一项为 这项研究针对的是中级读者，包括治疗焦虑和阅读困难的循证实践。 这项计划的一项试点研究，36名学生被随机分配到治疗和控制条件下， 论证了其可行性和对焦虑结局的积极作用。拟议的多站点RCT将扩展这一点 将综合阅读和焦虑干预与只读状态和对照进行比较 条件。困难读者将被包括在这项研究中，并将接受两年(4-5年级)的干预。 这项研究将评估干预后和干预后在降低焦虑和改善阅读方面的效果 6个月随访(目标1)。该项目极大地加强了对阅读困难症干预的现有研究 通过研究在接受联合治疗的学生中与增强结果相关的行动机制 干预(目标2)，并确定干预效果的潜在调节因素(目标3)。总共有300个民族 不同的学生将在两个地点招收。多信息者(学生、家长、教师)、多方法(例如， 将采用调查、标准化测试、经验抽样)评估。这个项目的相关性在于 确定纳入焦虑管理技能是否会增强现有的干预结果 在小学高年级(同时[纵向])挣扎的读者。考查语境和 缓解因素进一步与理解干预反应的复杂病因有关 挣扎的读者。该项目代表直接向实践界提供信息的翻译研究(例如， 临床医生、教师)通过确定可以聚合以更有效地影响的新的教学实践 学生成绩。通过以学校为基础的阅读干预提供社交情绪技能培训 提供模式，这项工作有可能减少心理健康结果的差异，通过接触 不同的背景(例如，种族、社会经济地位)，否则不太可能接受这种服务。

PROJECT SUMMARY/ABSTRACT While considerable knowledge has been accumulated on improving reading for students with reading disabilities in the primary grades, reading interventions conducted with middle-grades (i.e., grades 3-6) have been rare and have typically evidenced low impacts, even when more intensive interventions are provided for increasingly longer durations. One hindrance to extant interventions has been the narrow focus on reading problems without addressing non-academic (e.g., self-regulation, socioemotional) factors known to also affect learning. Thus, investigations of the efficacy derived from integrating additional components into standard reading skills interventions are necessary. Anxiety represents a particularly salient target for such an approach, as it is among the most commonly reported mental health issues of childhood, and significant associations have been found between anxiety and academic outcomes. Further, an overwhelming number of children who are struggling to read or who fail to respond to reading interventions report elevated anxiety. The purpose of this proposal is to evaluate an integrated program designed for middle-grade readers and comprised of evidence-based practices for the treatment of anxiety and reading difficulties. A pilot study of this program, conducted with 36 students randomized to treatment and control conditions, demonstrated its feasibility and positive effects on anxiety outcomes. The proposed multi-site RCT will extend this work by comparing the combined reading and anxiety intervention with a reading-only condition and a control condition. Struggling readers will be included in this study and will receive two years (4th-5th grades) of intervention. The study will assess efficacy of the interventions at reducing anxiety and improving reading at post-intervention and 6-month follow-up (Aim 1). This project significantly enhances extant research on interventions for struggling reading by examining mechanisms of action associated with augmented outcomes among students who receive the combined intervention (Aim 2), and by determining potential moderators of intervention effects (Aim 3). In all, 300 ethnically diverse students will be recruited across two sites. A multi-informant (student, parent, teacher), multi-method (e.g., survey, standardized test, experiential sampling) assessment will be used. Relevance of this project lies in the determination of whether the inclusion of anxiety management skills enhances existing intervention outcomes for struggling readers in the upper elementary grades (concurrently/longitudinally). Examination of contextual and mitigating factors are further relevant for understanding the complex etiology of response to intervention among struggling readers. This project represents translational research that directly informs the practice community (e.g., clinicians, teachers) by identifying novel instructional practices that can be aggregated to more effectively influence student outcomes. By providing socioemotional skills training with a reading intervention using a school-based delivery model, this work has the potential of reducing disparities in mental health outcomes by reaching students of diverse backgrounds (e.g., ethnicity, SES) who would be otherwise less likely to receive such services.