Understanding Word-Reading & Calculations Comorbid Learning Disabilities

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• 批准号: 10673989
• 负责人: Doug Fuchs
• 金额: $ 59.05万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-06 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10673989
• 关键词: Acceleration; Achievement; Address; Algebra; Businesses; Child; Compensation; Comprehension; Control Groups; Development; Employment; Face; Future; Goals; Health; Heterogeneity; Instruction; Intervention; Learning; Learning Disabilities; Mathematics; Mediating; Mediation; Mediator; Memory; Names; Outcome; Paired-Associate Learning; Phase; Phase I/II Clinical Trial; Population; Process; Public Health; Quality of life; Randomized; Reading; Research; Research Project Grants; Schools; Science; Security; Social Adjustment; Specific qualifier value; Students; Subgroup; Testing; Text; Time; Underserved Population; Visualization; Visuospatial; Vulnerable Populations; Work; clinical practice; cognitive ability; cognitive process; cognitive testing; comorbidity; design; experience; first grade; improved; innovation; insight; learning engagement; mathematics disability; peer; phonology; practice setting; response; skills; therapy design; treatment effect

PROJECT SUMMARY/ABSTRACT Despite important advances in the treatment of learning disabilities (LDs), the dominant approach to intervention—direct skills instruction—fails to meet the needs of 25-40% of LD students. This, combined with the heterogeneity of LDs, indicates the need to expand the framework for LD treatment with innovative approaches that target the specific needs of subgroups of LD students. This study addresses a subset of the LD population with a distinctive set of needs: students with comorbid difficulty across word reading & calculations. This LD subgroup experiences weaker outcomes in both reading & math and poorer response to reading & math treatment than do peers with difficulty in just 1 of these domains. This study is guided by an innovative Theoretical Framework, which identifies opportunities for strengthening early word reading & calculations in theoretically coordinated fashion for this understudied and underserved population. The aim of this Phase 1/2 Clinical Trial is to extend understanding about connections between early reading & math and investigate the mechanisms by which effects of coordinated treatment may occur (Phase 1) while also assessing short-term effects of coordinated treatment (Phase 2). Comorbid 1st-grade students are randomly assigned to 4 conditions, a control group, coordinated treatment across reading & math, reading-only treatment, & math-only treatment. We (1) test coordinated treatment’s short-term effects on reading & math outcomes, while assessing (2) whether improved reading skill serves as a mediator of coordinated treatment’s effects on math outcomes and whether improved math skill serves as a mediator of coordinated treatment’s effects on reading outcomes; (3) whether improvement in targeted cognitive processes mediates coordinated treatment’s effects on reading & math outcomes in similar ways; & (4) whether other associated cognitive processes moderate coordinated treatment’s effects on reading & math outcomes in similar ways. This study impacts science by deepening understanding about connections between early reading & math development and offering insights to guide future directions for accelerating the learning of students with these comorbid LDs. This study impacts clinical practice by addressing word-reading + calculations comorbid LDs in a theoretically coordinated manner, which should ease the logistical challenges schools face in providing multiple forms of intervention to students with comorbidity – challenges that often mean these children do not receive treatment in both domains. The focus is highly relevant & significant because comorbid reading & math LDs are associated with long-term negative consequences, including problems with employment, health, social adjustment, & quality of life.

项目总结/摘要 尽管在治疗学习障碍（LD）方面取得了重要进展，但主要的治疗方法仍然存在。 直接技能训练的干预措施未能满足25-40%的学习困难学生的需要。再加上 LD的异质性，表明需要扩大LD治疗的框架， 针对不同组别的学习困难学生的特殊需要而制订的教育方针。这项研究涉及的子集 有特殊需要的LD人群：在单词阅读和 计算。这个LD亚组在阅读和数学方面的成绩较弱，反应较差 在阅读和数学治疗方面，比在其中一个领域有困难的同龄人要好。这项研究是由 一个创新的理论框架，它确定了加强早期单词阅读的机会， 计算在理论上协调的方式为这个研究不足和服务不足的人口。目的 这项1/2期临床试验的目的是为了加深对早期阅读和数学之间联系的理解 并研究协调治疗效果可能发生的机制（第1阶段），同时还 评估协调治疗的短期效果（第2阶段）。共病的一年级学生随机 被分配到4个条件，一个对照组，协调治疗跨阅读和数学，只读 治疗和数学治疗。我们（1）测试协调治疗对阅读和数学的短期影响 结果，同时评估（2）是否改善阅读技能作为协调的中介 治疗对数学结果的影响，以及改善的数学技能是否作为协调的中介， 治疗对阅读结果的影响;（3）目标认知过程的改善是否介导 协调治疗对阅读和数学结果的影响类似;（4）是否其他相关的 认知过程以类似的方式调节协调治疗对阅读和数学结果的影响。 这项研究通过加深对早期阅读和数学之间联系的理解来影响科学 发展和提供见解，以指导未来的方向，加快学生的学习， 这些共病LD这项研究通过解决单词阅读+计算来影响临床实践 共病LD在理论上协调的方式，这应该缓解后勤挑战学校 面临的挑战，提供多种形式的干预，以学生与comormales-挑战，往往意味着 这些儿童没有在这两个领域得到治疗。重点是高度相关和重要的，因为 共病阅读和数学LD与长期的负面后果有关，包括问题 就业、健康、社会适应和生活质量。