Understanding Word-Reading & Calculations Comorbid Learning Disabilities

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• 批准号: 10011936
• 负责人: Doug Fuchs
• 金额: $ 63.75万
• 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/10011936
• 关键词: Achievement; Address; Algebra; Businesses; Child; Cognitive; Comprehension; Control Groups; Development; Employment; Face; Foundations; Future; Goals; Health; Heterogeneity; Instruction; Intervention; Learning; Learning Disabilities; Light; Logistics; Mathematics; Mediating; Mediation; Mediator of activation protein; 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; comorbidity; design; experience; first grade; improved; innovation; insight; learning engagement; mathematics disability; peer; phonology; practice setting; response; skills; 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.

项目摘要/摘要 尽管在治疗学习障碍(LD)方面取得了重大进展，但治疗学习障碍的主要方法 干预措施--直接技能教学--不能满足25%-40%的学习困难学生的需求。这一点，与 LD的异质性，表明有必要以创新的方式扩大LD治疗的框架 针对学习困难学生亚群的具体需求的方法。这项研究涉及以下几个子集 有一套独特需求的学习障碍人群：有单词阅读困难的学生和 计算。学习障碍亚组的阅读和数学成绩较差，反应也较差 阅读和数学治疗要比在这些领域中的一个领域有困难的同龄人更好。本研究的指导思想是 一个创新的理论框架，确定了加强早期单词阅读的机会& 以理论上协调的方式对这一未得到充分研究和服务的人群进行计算。其目的是 这项1/2期临床试验的目的是扩大对早期阅读和数学之间联系的理解 并研究协调治疗的效果可能发生的机制(阶段1)，同时还 评估协同治疗的短期效果(第二阶段)。共同患病的一年级学生是随机的 被分配到4个条件，一个控制组，在阅读和数学上协调处理，只读 治疗&仅限数学的治疗。我们(1)测试了协同处理对阅读和数学的短期影响 结果，同时评估(2)提高的阅读技能是否起到协调的中介作用 治疗对数学成绩的影响以及数学技能的提高是否起到协调作用的中介作用 治疗对阅读结果的影响；(3)定向认知过程的改善是否起中介作用 协同处理对阅读和数学成绩的影响；&(4)其他相关因素 认知过程以类似的方式缓和了协同处理对阅读和数学结果的影响。 这项研究加深了对早期阅读和数学之间联系的理解，从而影响了科学 发展并提供见解，以指导未来加速学生学习的方向 这些共病的死亡者。这项研究通过解决单词阅读+计算问题影响了临床实践 以理论上协调的方式合并LDS，这应该会缓解学校的后勤挑战 在为患有共病的学生提供多种形式的干预方面面临的挑战-这通常意味着 这些儿童在这两个领域都没有得到治疗。重点是高度相关和重要的，因为 阅读和数学学习障碍并存会带来长期的负面后果，包括问题 与就业、健康、社会适应和生活质量有关。