TREATMENT OF DEVELOPMENTAL READING DISABILITIES

发展性阅读障碍的治疗

• 批准号: 2403343
• 负责人: ROBERT D MORRIS
• 金额: $ 69.3万
• 依托单位: GEORGIA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-05-17 至 2000-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2403343
• 关键词: African American; Hispanic Americans; behavioral /social science research tag; caucasian American; child (0-11); clinical research; education evaluation /planning; human subject; intelligence; language development; low socioeconomic status; racial /ethnic difference; reading disorder; remedial /special education; socioeconomics; speech; training

DESCRIPTION (Adapted from the Applicant's Abstract): This project evaluates the effectiveness of four theoretically-motivated treatment packages for children with developmental, language-based reading disabilities (RD). Treatments are based upon increasing, converging evidence that developmental reading problems are primarily due to two core linguistic deficits (phonological awareness; retrieval/access speed) that are highly specific and relatively independent, and a more general metacognitive control problem. Three different types of treatment modules (PHAB/DI-Phonological Analysis and Blending; WIST-Word Identification Strategies; RAVE-O Retrieval Rate and Accuracy, Vocabulary Elaboration and Orthography) and a contrast/control module (CSS, Classroom Survival Skills) will be combined into four different experimental treatment packages based on a multidimensional model of RD (PHAB/DI + CSS; PHAB/DI + WIST; PHAB/DI + RAVE-O; PHAB/DI + WIST + RAVE- O) and compared to each other and to a Math Treatment Control Group (CSS + MATH). All treatment packages will be of equal length, similar format, and independently monitored for integrity. For each of the five treatment/control groups, 64 children will be evaluated (total=320). Each sample will be generated using IQ level, socioeconomic status, and race (African-American Black/Caucasian) in a factorial design that permits evaluation of these factors in relation to treatment outcomes. This will result in half of the children involved in the treatments being African-American, and half coming from lower socioeconomic classes, two understudied RD groups. The sampling strategy is key to evaluating differential remedial outcomes based on a child's individual characteristics, including co-morbidity,different subtype classification, other definitions of RD and RD typologies. Three treatment sites (Atlanta, Boston, Toronto) will be utilized to increase generalizability of results. Both repeated measure designs and learning (growth) curve modeling techniques will be used to evaluate treatment outcomes in relation to individual ability characteristics, as measured by standardized and experimental measures.

描述（改编自申请人的摘要）：该项目 评估了四种理论激励治疗的有效性 儿童发展性语言阅读教材 残疾人（RD）。 治疗是基于增加，收敛 有证据表明，发展性阅读问题主要是由于两个 核心语言缺陷（语音意识;检索/访问速度） 它们具有高度的特异性和相对独立性， 元认知控制问题。 三种不同的治疗方式 模块（PHAB/DI-语音分析和合成; WIST-单词 识别策略; RAVE-O检索率和准确性， 词汇表和正字法）和对比/控制模块 (CSS，课堂生存技能）将被组合成四个不同的 基于RD多维模型的实验治疗包 (PHAB/DI + CSS; PHAB/DI + WIST; PHAB/DI + RAVE-O; PHAB/DI + WIST + RAVE- O），并相互比较，并与数学处理对照组（CSS）进行比较 + MATH）。 所有治疗包长度相同，格式相似， 并独立监控其完整性 对于所有五种 治疗组/对照组，将对64名儿童进行评价（总计=320名）。 每个样本将根据智商水平、社会经济地位和 人种（非裔美国黑人/高加索人）的析因设计， 允许评估这些因素与治疗结果的关系。 这将导致一半的儿童参与治疗 非裔美国人，一半来自较低的社会经济地位， 类，两个understudied RD组。 采样策略是关键， 根据儿童的个人情况评估不同的补救结果 特征，包括共病、不同亚型 分类、RD的其他定义和RD类型学。 三 将利用治疗地点（亚特兰大、波士顿、多伦多）增加 结果的普遍性。 重复测量设计和学习 （生长）曲线建模技术将用于评价治疗 与个人能力特征有关的成果，如所衡量的 通过标准化和实验性的方法。