An Innovative Screener for Reading and SLI targeting Kindergarten through 3rd Grade Students

正如COVID-19大流行所强调的那样，有必要为儿童提供一种可用的在线筛查工具， 语言和阅读障碍，以支持早期阅读指导。在没有充分筛查的情况下， 疾病诊断不足，发现太晚，导致学业成绩不佳。虽然研究 显示数字化工具可以成功筛查语言障碍，如SLI（Grammaggio）， 阅读障碍，如阅读障碍（阿米拉阅读筛选器），目前没有实用的，成本效益和可靠的 存在一种筛选方法，其整合关于儿童的语言和阅读技能的信息。 我们的目标是创建一个可靠和有效的数字筛选过程适合学校实施。的 目标是通过结合语言障碍的预测作用（通过以下方式表达）来识别高危儿童 语法）与全自动早期阅读评估（通过大声阅读表达）。通过直接 通过对两种筛分机的筛分结果进行比较，确定统一筛分机的筛分参数 能够在有用性的关键限制范围内操作，即：适度的测试时间，以避免失去教学 时间;极低的假阳性率;对教师培训的最低要求，以及;易于从 教室和家里。其中一项资产是参与一项正在进行的纵向研究的儿童样本 有充分的SLI和阅读障碍的诊断记录，除了丰富的经验， 格拉玛乔第二项资产是有据可查的用于儿童阅读教学的创新技术 （Amira）耦合到经验证的阅读筛选器（Amira阅读筛选器）。目标1是确定 语言筛选器和阅读筛选器的组合提高了识别 有阅读障碍的儿童。目标2是识别由以下方法识别的阅读错误的可能对应关系： 阿米拉与语法错误由Grammaggio评估。四组儿童将从一个 现有纵向样本：SLI、阅读障碍、SLI和阅读障碍均存在、对照儿童。 筛选结果将根据外部金标准进行验证，即现有的测量方案， R 01 DC 001803，提供了参与儿童的标准化语言和阅读评估。 这些目标的成功完成将决定一个组合式电子筛选器是否能够可靠，有效， 并以经济有效的方式标记出有特定疾病风险的学生。我们的预测是，我们将提高我们的 理解阅读和语言障碍之间的重叠和相互作用，导致早期和 更有效的治疗方法提出这项工作的团队受益于以下领域的专业知识： 赖斯的团队正在进行数据评估，包括阿米拉学习的关键人员。相结合 资产和专业知识的优势，以取得重大进展。提前收集初步数据 这份提交的文件表明，我们的综合原型筛选器将改善对高危儿童的识别 治疗语言和阅读障碍。

As highlighted by the COVID-19 pandemic, there is a need for a usable online screener for children with language and reading disorders to support early reading instruction. In the absence of adequate screening, disorders are under-diagnosed and detected too late, resulting in adverse academic outcomes. While research shows that digital tools can successfully screen for language disorders such as SLI (Grammaggio), and reading disorders such as dyslexia (Amira Reading Screener), currently no practical, cost-effective and reliable screening method exists which integrates information about a child's language and reading skills. Our goal is to create a reliable & valid digital screening process amenable to implementation by schools. The goal is to identify at-risk children by combining the predictive role of language impairments (expressed via grammar) with a fully-automated early reading assessment (expressed via reading aloud). By directly comparing the results of both screeners, the research aims to establish the parameters for a unified screener able to operate within the critical constraints of usefulness, namely: modest test time to avoid lost instructional time; an extremely low false positive rate; minimal requirements for teacher training, and; easy access from both the classroom and home. One asset is a sample of children participating in an ongoing longitudinal study with well-documented diagnosis of SLI and reading disorders in addition to extensive experience with Grammaggio. The second asset is a well-documented innovative technology for teaching reading to children (Amira) coupled to a proven reading screener (Amira Reading Screener). Aim 1 is to determine if the combination of a language screener and a reading screener yields increased accuracy for identification of children with reading disorders. Aim 2 is to identify possible correspondences of reading errors identified by Amira with grammatical errors evaluated by Grammaggio. Four groups of children will be recruited from an existing longitudinal sample: SLI, reading disordered, both SLI and reading disorders, and control children. Screening outcomes will be validated against an external gold standard, the existing measurement protocol in R01DC001803 that provides standardized language and reading assessments of participating children. Successful completion of the aims will determine whether a combined electronic screener can reliably, validly, and cost-effectively flag students at-risk for specific disorders. Our prediction is that we will improve our understanding of the overlaps and interactions between reading and language disorders, leading to earlier and more effective treatments of these disorders. The team proposing this work benefits from the field expertise of Rice's team in ongoing data assessments and includes key personnel from Amira Learning. The combination of assets and expertise is well-positioned to make significant progress. Preliminary data collection in advance of this submission suggests that our integrated prototype screener will improve identification of children at-risk for language and reading disorders.