Investigating a Framework for STEM-Reading to Support Secondary School Students with Reading Disabilities

该奖项由史密森学会天体物理天文台领导和管理，哈佛大学和波士顿马萨诸塞大学的同事做出了重大贡献，地标学校也参与其中。该项目的目的是调查一种限制注意力并控制文本阅读速度的技术干预措施的使用情况，该干预措施被标记为“跨度限制触觉强化(SLTR)”，用于提高患有阅读困难的高中生的科学阅读理解能力和流利性。正在对使用SLTR和iPod技术与使用传统纸质阅读进行比较。初步调查的设计包括将150名患有阅读障碍的高中生随机分配到四个小组，分别控制呈现顺序(iPod和纸张)和文本(两个不同的相似材料集)。初步研究的数据结合其他数据收集方案被用来解决另外两个探索性研究问题：1.SLTR的有效性取决于STEM内容的类型吗？2.SLTR的效用在不同的阅读困难亚型之间有多大差异？本项目的评估由外部独立评估者进行，该奖项的复制手册可在该奖项的网站上查阅，研究结果在该网站和同行评议的出版物中提供。

This award is led and managed by Smithsonian Institution Astrophysical Observatory with significant contributions from colleagues at Harvard University and the University of Massachusetts at Boston, as well as participation from Landmark School. The purpose of the project is to investigate how effective the use of a technological intervention that limits attention and controls text reading rate, labeled "Span Limiting Tactile Reinforcement (SLTR)," is for improving the science reading comprehension and fluency of high school students with dyslexia. A comparison of using SLTR with iPod technology to using traditional paper reading is being conducted. The design of the primary investigation involves assigning 150 high school students with dyslexia to four randomly assigned sub-groups to control for presentation order (iPod vs. paper) and for text (two different similar material sets).Data from the primary research combined with additional data collection protocols is being used to address two additional exploratory research questions:1. Does the effectiveness of SLTR depend on the type of STEM content?2. To what extent does the utility of SLTR differ among subtypes of dyslexia?The evaluation of this project is being conducted by an external and independent evaluator, funded under a different award.A replication manual for this award is available on the award website and results from the studies are provided on the website and in peer-reviewed publication.