RTI for Determining Risk, Providing Prevention, and Identifying Reading Disabilit

RTI 用于确定风险、提供预防和识别阅读障碍

• 批准号: 7764759
• 负责人: Doug Fuchs
• 金额: $ 54.99万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-03-01 至 2014-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7764759
• 关键词: Achievement; Address; Affect; Attention; Awareness; Characteristics; Child; Classification; Comprehension; Development; Early identification; Early treatment; Education; Employment; Evaluation; Health Status; Individual; Instruction; Intervention; Learning; Life; Low Prevalence; Methods; Modeling; Monitor; Names; Nature; Outcome; Performance; Policies; Prevalence; Prevention; Primary Prevention; Public Health; Qualifying; Randomized; Reading; Reading Disabilities; Relative (related person); Research; Risk; Sampling; Schools; Screening procedure; Secondary Prevention; Services; Social Adjustment; Societies; Staging; Students; Surface; System; Vocabulary; Work; disability; falls; follow-up; improved; innovation; lexical retrieval; peer; phonology; prevent; programs; public health relevance; remediation; response; skills; tertiary prevention; tv watching

DESCRIPTION (provided by applicant): Reading disability (RD) is a serious, life-long condition that negatively affects schooling, employment, health status, and social adjustment. With the traditional approach for identifying RD, IQ-achievement discrepancy, students repeatedly fail before they qualify as RD. During this waiting period, which often extends to 4th or 5th grade, opportunity for intervention is lost, making remediation difficult. Therefore, the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act permits states to discontinue use of IQ- achievement discrepancy in favor of a response-to-intervention (RTI) approach to RD identification. RTI is a promising method for the prevention and early identification of RD, but important questions remain unanswered. This project involves 750 low-study-entry, 170 average-study-entry, and 84 high-study-entry students who enter the study in 1st grade. To all students, we administer static assessments, dynamic assessment, and ongoing progress monitoring in fall of 1st grade, and we administer an assessment battery in spring of grades 1-4. We constitute a representative sample to include all average- and high-study-entry students plus a subsample of 84 low-study-entry students. With this representative sample, we consider how multi-method screening approaches, conducted in fall of 1st grade, enhance the predictive utility of long-term risk designations. We randomly assign the 750 low-study-entry students to no treatment control or 1 of 2 treatments (decoding/fluency vs. decoding/fluency/comprehension). With these low-study-entry students, we (a) assess how the nature of 1st-grade intervention affects reading outcomes and examine how initial child characteristics interact with intervention in moderating outcomes; (b) assess how the nature of intervention affects the prevalence of RD subtypes, with and without ADHD, and explore the prevalence of those subtypes; and (c) evaluate RTI as a 1st-grade classification and prevention model against an external criterion for RD. PUBLIC HEALTH RELEVANCE Reading disability (RD) is a serious, life-long condition that negatively affects the schooling, employment, health status, and social adjustment, creating a public health problem for society. Responsive-to-intervention (RTI) is a promising method for preventing and identifying RD, but important questions remain unanswered. We address unanswered questions by assessing how multi-method screening improves decision utility for designating RD risk at beginning of 1st grade; exploring the value of 1st-grade comprehension intervention in prevention RD; considering RD subtypes; and externally evaluating RTI as a 1st-grade RD identification and prevention system.

描述（由申请人提供）：阅读障碍（RD）是一种严重的、终身的状况，对学习、就业、健康状况和社会适应产生负面影响。用传统的方法来识别RD，即智商成就差异，学生在达到RD的资格之前反复失败。在这段等待期间，通常会延长到四年级或五年级，失去了干预的机会，使补救变得困难。因此，2004年重新授权的《残疾人教育改进法案》允许各州停止使用智商-成就差异，转而采用反应-干预（RTI）方法来识别残疾。RTI是一种预防和早期识别RD的有希望的方法，但重要的问题仍未得到解决。本项目涉及750名低年级学生，170名中等水平学生，84名高年级学生。对所有学生，我们在一年级的秋季进行静态评估、动态评估和持续进步监测，在1-4年级的春季进行评估。我们构成了一个代表性样本，包括所有中等和高入学的学生加上84名低入学的学生的子样本。有了这个代表性的样本，我们考虑了在一年级秋季进行的多方法筛选方法如何增强长期风险指定的预测效用。我们将750名低学习水平的学生随机分配到无治疗对照组或两种治疗中的一种（解码/流利vs解码/流利/理解）。对于这些低入学水平的学生，我们(a)评估一年级干预的性质如何影响阅读结果，并检查初始儿童特征如何与干预在调节结果中的相互作用；(b)评估干预的性质如何影响有或没有ADHD的RD亚型的患病率，并探讨这些亚型的患病率；公共卫生相关阅读障碍（PUBLIC HEALTH RELEVANCE Reading disability， RD）是一种严重的、终身的疾病，对学校教育、就业、健康状况和社会适应产生负面影响，给社会造成公共卫生问题。反应性干预（reactive -to-intervention， RTI）是预防和识别RD的一种很有前途的方法，但一些重要问题仍未得到解答。我们通过评估多方法筛查如何提高一年级开始时指定RD风险的决策效用来解决未解决的问题；探索一年级理解干预在预防RD中的价值；考虑RD亚型；外部评价RTI为一级RD识别和预防系统。