Remediation of Older Students with Learning Disabilities

项目3：对有阅读困难的年长学生的补救：对干预的反应 通过课堂教学和干预。项目3（补救）旨在解决以下方面的差距： 有效干预措施的知识，特别是对干预措施的反应（RTI），对于年龄较大的学生， 阅读障碍。虽然我们对处于危险中的年轻学生的指导和干预了解很多， 对于阅读困难，与有效干预相关的因素知之甚少， 年长的学生。我们建议解决有关确定预期反应水平的关键问题 为有阅读困难的中学生而设的第二层（阅读困难）及第三层（持续阅读） 困难/残疾）。拟议项目的目标是a）确定有效性 对有阅读问题的高年级学生（6-7年级）进行系统的、明确的阅读练习，B）检查 随着时间的推移，有阅读困难的高年级学生对更强化干预的反应，c）变化 系统地进行强化干预，以确定对标准化与个体化小团体 （d）确定和描述不同学生分组对干预模式的反应， 研究影响学生阅读和写作结果的情境条件。我们 在两个六年级队列的2年纵向研究（随访1年）中提出两个具体目标 (480学生总数; 320名治疗组，160名对照组）在两个研究中心（休斯顿，奥斯汀）参加第二层 干预或典型的指导。具体目标1通过以下方式确定阅读干预的有效性： 比较随机分配到典型的阅读困难的高年级学生（6-7年级）的结果 阅读指导或替代干预，语言！。具体目标2确定了 对干预的反应，作为识别有严重阅读障碍的学生的一种手段，以及 评估干预成功的程序，告知治疗决策，并预测对 治疗初期和后期。RTI低于预期的学生将参加Tier III 干预措施调查个体化小团体干预的相对有效性， 标准化小团体干预。对项目3（补救）的学生进行评估和研究 在项目1（分类）和项目4（MSI）中成像。项目3（补救）旨在平行 项目2（早期干预），分享共同的措施，重点关注生殖道感染， 个性化与标准化的干预方案。建议的研究将提高我们的 理解与阅读障碍的分类、定义和治疗有关的实践， 年长的学生。

Project 3: Remediation of Older Students with Reading Difficulties: Response to Intervention Through Classroom Instruction and Intervention. Project 3 (Remediation) seeks to address the gap in knowledge of effective interventions and, specifically, response to interventions (RTI), for older students with reading disabilities. While much is known regarding instruction and intervention with young students at risk for reading difficulties, considerably less is known about the factors associated with effective intervention for older students. We propose to address critical questions about identifying the levels of response expected for secondary students with reading difficulties at Tier II (reading difficulties) and Tier III (persistent reading difficulties/disabilities) of instruction. The goals of the proposed project are to a) determine the effectiveness of systematic, explicit reading practices with older students with reading problems (Grades 6-7), b) examine the response of older students with reading difficulties to more intensive interventions over time, c) vary intensive interventions systematically to determine response to standardized vs. individualized, small-group interventions, d) identify and describe the response to intervention patterns of various subgroups of students, and e) study the contextual conditions that impact students' reading and writing outcomes over time. We propose two specific aims in a 2-year longitudinal study (with one year follow-up) of two 6th grade cohorts (480 students total; 320 treatment, 160 control) across two sites (Houston, Austin) participating in Tier II interventions or typical instruction. Specific Aim 1 determines the efficacy of reading interventions by comparing outcomes in older students (Grades 6-7) with reading difficulties randomly assigned to typical reading instruction or a replacement intervention, Language!. Specific Aim 2 determines the efficacy of response to intervention as a means for identifying students with significant reading disabilities, and procedures for evaluating intervention success, informing treatment decisions, and predicting response to treatment initially and longitudinally. Students whose RTI is less than expected will participate in Tier III interventions investigating the relative effectiveness of individualized small group intervention contrasted with standardized small group intervention. The students in Project 3 (Remediation) will be assessed and studied in Project 1 (Classification) and imaged in Project 4 (MSI). Project 3 (Remediation) is designed to parallel Project 2 (Early Intervention), sharing common measures and a focus on RTI and the comparison of individualized vs. standardized intervention protocols. The proposed research will enhance our understanding of the practices related to classification, definition, and treatment of reading disabilities in older students.