VALITIDY OF RTI FOR IDENTIFYING READING DISABILITY BEYOND THE PRIMARY GRADES

RTI 用于识别小学以上年级阅读障碍的有效性

• 批准号: 7699913
• 负责人: DEBORAH L SPEECE
• 金额: $ 18.07万
• 依托单位: HUGO W. MOSER RES INST KENNEDY KRIEGER
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-01 至 2011-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7699913
• 关键词: Achievement; Address; Algorithms; Attention; Awareness; Behavioral; Characteristics; Child; Classification; Cognitive; Competence; Comprehension; Data; Databases; Development; Diagnosis; Diffusion Magnetic Resonance Imaging; Dimensions; Disabled Persons; Disease regression; Early identification; Economics; Education; Effectiveness of Interventions; Emotional; Evolution; Exhibits; Failure; Growth; Instruction; Intervention; Investigation; Knowledge; Language; Learning; Learning Disabilities; Letters; Literature; Logistic Regressions; Logistics; Magnetic Resonance Imaging; Measures; Methods; Minority; Modeling; Neurobiology; Numbers; Oral; Phase; Prevalence; Prevention; Primary Prevention; Primary Schools; Probability; Procedures; Process; Public Health; Purpose; Randomized; Range; Reader; Reading; Reading Disabilities; Regression Analysis; Relative (related person); Research; Research Personnel; Risk; Screening procedure; Secondary Prevention; Secondary to; Societies; Staging; Statutes and Laws; Students; Testing; Text; Time; Vocabulary; Waiting Lists; Walkers; Week; cohort; design; experience; falls; improved; interest; literacy; literate; novel; phonology; response; skills; success; syntax; tertiary prevention; therapy design

This project has two purposes, (a) to examine the validity of a response-to-intervention (RTI) approach to identifying children with reading disabilities (RD) who are beyond the initial stages of reading acquisition and (b) to describe the cognitive and neurobiological characteristics of children who respond differentially to different intensities of intervention. The emotional and economic sequelae of reading failure in a highly literate society represent a public health concern. Reading research with at-risk and disabled readers has focused on the primary school grades with little attention to children who continue to struggle with reading or experience difficulties for the first time after second grade. These children are the focus of the proposed investigation.Three research questions are designed to extend understanding of post-primary RD: (a) what combination of measures and procedures provide an effective screen to identify upper elementary children for secondary reading prevention within an RTI framework?, (b) does the probability of reading failure defined by the screening battery decrease as a function of secondary prevention both immediately and longitudinally?, and (c) what are the cognitive and neurobiological characteristics of at-risk children who respond differentially to secondary and tertiary prevention? A novel aspect of the design is defining risk of reading failure continuously as a probability level rather than as a dichotomy. The research plan incorporates a multiple cohort, longitudinal design in which three successive cohorts of third and fourth grade children are selected (N = 750). In Year 1, measures tested for the identification battery include word and text-level reading measures, oral language, and attention. Measures of literacy growth also are used to determine if prediction precision is improved. Multiple regression and dominance analysis assess impact on reading measured continuously and to reduce the variable set. Logistic regression is used to develop the best fitting algorithm to predict reading failure and produce probabilities. This algorithm is applied in Years 2 and 3 to identify children with higher probabilities of failure (N=140). These children are randomly assigned to either a no treatment control or a 12 week intervention. At-risk children in the Year 3 cohort who do not respond to the intervention will be randomly assigned to tertiary prevention or a wait list control. These children participate in experiements designed to elaborate the neurobiological signature of post-primary RD.

该项目有两个目的，(a) 检验干预响应 (RTI) 方法的有效性 识别超出阅读习得初始阶段的阅读障碍儿童 (RD) (b) 描述对以下内容有不同反应的儿童的认知和神经生物学特征 不同强度的干预。高度阅读失败的情感和经济后果 识字社会是一个公共卫生问题。针对高危读者和残疾读者的阅读研究 重点关注小学成绩，很少关注那些继续在阅读或阅读方面遇到困难的孩子 二年级后第一次遇到困难。这些儿童是拟议中的重点 调查。三个研究问题旨在扩展对小学后 RD 的理解：(a) 什么 措施和程序的结合提供了识别高年级儿童的有效筛查 对于 RTI 框架内的二次阅读预防？ (b) 阅读失败的概率 将筛查电池减少定义为立即和二级预防的函数 纵向？以及（c）有哪些高危儿童的认知和神经生物学特征 对二级和三级预防的反应不同吗？该设计的一个新颖之处是定义风险 连续地将失败视为概率水平而不是二分法。研究计划包括 多队列纵向设计，其中三个连续队列的三年级和四年级儿童 选择（N = 750）。在第一年，针对识别电池测试的措施包括单词和文本级别 阅读措施、口语和注意力。识字率增长的衡量标准也用于确定是否 预测精度得到提高。多元回归和显性分析评估对阅读的影响 连续测量并减少变量集。逻辑回归用于开发最佳拟合 预测阅读失败并产生概率的算法。该算法在第 2 年和第 3 年应用 识别失败概率较高的儿童 (N=140)。这些孩子被随机分配到 无治疗对照或 12 周干预。三年级队列中没有反应的高危儿童 干预措施将被随机分配到三级预防或等候名单控制。这些孩子 参与旨在阐述小学后 RD 神经生物学特征的实验。