VALIDITY OF RTI FOR IDENTIFYING READING DISABILITY BEYOND THE PRIMARY GRADES

该项目有两个目的：(A)检查干预反应(RTI)方法的有效性 识别阅读障碍儿童(RD)，他们超出了阅读习得和阅读的初始阶段 (B)描述反应不同的儿童的认知和神经生物学特征 干预力度不同。阅读失败的情感和经济后遗症 识字社会代表着一个公共卫生问题。针对高危和残疾读者的阅读研究 专注于小学年级，很少关注那些继续在阅读或阅读方面有困难的孩子 二年级后第一次遇到困难。这些儿童是拟议的 调查。三个研究问题旨在扩大对小学后RD的理解：(A)什么 措施和程序的结合为识别小学高年级儿童提供了有效的筛查 对于RTI框架内的二级阅读预防？(B)阅读失败的概率 由筛查电池减少定义为二级预防的函数 (C)高危儿童的认知和神经生物学特征是什么？ 对二级和三级预防采取不同的应对措施？设计的一个新方面是定义 不断地将失败作为概率水平而不是二分法来阅读。这项研究计划包括 一种多队列的纵向设计，其中三个连续的三年级和四年级的儿童队列是 已选择(N=750)。在第一年，对识别电池的测试包括单词和文本级别 阅读措施、口语和注意力。识字增长的衡量标准也被用来确定 提高了预测精度。多元回归和优势分析评估阅读效果 连续测量并减少变量集。采用Logistic回归方法建立最优拟合模型 预测读取失败并生成概率的算法。该算法在第二年和第三年应用于 确定失败概率较高的儿童(N=140)。这些孩子被随机分配到一个 没有治疗对照或12周的干预。高危儿童在3年级队列中没有回应 干预措施将被随机分配到三级预防或等待名单控制。这些孩子 参与旨在阐述小学后RD的神经生物学特征的实验。

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.