Evidence-based Interventions to Enhance Outcomes among Struggling Readers

项目总结/摘要 虽然在提高阅读障碍学生的阅读能力方面， 小学年级，对中学年级进行阅读干预（即，3-6年级）已经很少见， 即使在提供更密集的干预措施的时间越来越长的情况下， 持续时间。现有干预措施的一个障碍是狭隘地关注阅读问题，而没有解决 非学术性（例如，自我调节，社会情绪）因素也影响学习。因此，调查 将额外的成分整合到标准阅读技能干预中所产生的功效是必要的。 焦虑是这种方法的一个特别突出的目标，因为它是最常见的报告之一 儿童的心理健康问题，以及焦虑和学业之间的显着关联已被发现 结果。此外，绝大多数的儿童谁是挣扎阅读或谁未能回应阅读 干预报告焦虑增加。本提案的目的是评估一个综合方案， 中年级的读者，并组成了以证据为基础的做法，治疗焦虑和阅读困难。 该项目的一项试点研究，对36名随机分配到治疗和对照组的学生进行了研究， 证明了它的可行性和对焦虑结果的积极影响。拟议的多中心RCT将扩展这一点 通过比较阅读和焦虑的联合干预与只阅读的条件和控制 条件挣扎的读者将被纳入这项研究，并将接受两年（4 - 5年级）的干预。 该研究将评估干预措施在干预后减少焦虑和改善阅读方面的疗效， 6-月随访（目标1）。这个项目大大加强了现有的研究干预挣扎阅读 通过研究与接受综合治疗的学生中的增强结果相关的行动机制， 干预（目标2），并通过确定潜在的调解人的干预效果（目标3）。总共有300个种族 将在两个地点招募不同的学生。多信息提供者（学生、家长、教师）、多方法（例如， 调查、标准化测试、经验抽样）进行评估。该项目的相关性在于 确定纳入焦虑管理技能是否会增强现有的干预结果， 在小学高年级挣扎的读者（同时/纵向）。检查上下文和 缓解因素与理解干预反应的复杂病因学进一步相关， 挣扎的读者该项目代表了直接告知实践社区的转化研究（例如， 临床医生，教师）通过识别新的教学实践，可以聚合，以更有效地影响 学生成果。通过提供社会情感技能培训和阅读干预， 提供模式，这项工作有可能减少心理健康结果的差异， 不同的背景（例如，种族，SES），否则不太可能获得此类服务。

PROJECT SUMMARY/ABSTRACT While considerable knowledge has been accumulated on improving reading for students with reading disabilities in the primary grades, reading interventions conducted with middle-grades (i.e., grades 3-6) have been rare and have typically evidenced low impacts, even when more intensive interventions are provided for increasingly longer durations. One hindrance to extant interventions has been the narrow focus on reading problems without addressing non-academic (e.g., self-regulation, socioemotional) factors known to also affect learning. Thus, investigations of the efficacy derived from integrating additional components into standard reading skills interventions are necessary. Anxiety represents a particularly salient target for such an approach, as it is among the most commonly reported mental health issues of childhood, and significant associations have been found between anxiety and academic outcomes. Further, an overwhelming number of children who are struggling to read or who fail to respond to reading interventions report elevated anxiety. The purpose of this proposal is to evaluate an integrated program designed for middle-grade readers and comprised of evidence-based practices for the treatment of anxiety and reading difficulties. A pilot study of this program, conducted with 36 students randomized to treatment and control conditions, demonstrated its feasibility and positive effects on anxiety outcomes. The proposed multi-site RCT will extend this work by comparing the combined reading and anxiety intervention with a reading-only condition and a control condition. Struggling readers will be included in this study and will receive two years (4th-5th grades) of intervention. The study will assess efficacy of the interventions at reducing anxiety and improving reading at post-intervention and 6-month follow-up (Aim 1). This project significantly enhances extant research on interventions for struggling reading by examining mechanisms of action associated with augmented outcomes among students who receive the combined intervention (Aim 2), and by determining potential moderators of intervention effects (Aim 3). In all, 300 ethnically diverse students will be recruited across two sites. A multi-informant (student, parent, teacher), multi-method (e.g., survey, standardized test, experiential sampling) assessment will be used. Relevance of this project lies in the determination of whether the inclusion of anxiety management skills enhances existing intervention outcomes for struggling readers in the upper elementary grades (concurrently/longitudinally). Examination of contextual and mitigating factors are further relevant for understanding the complex etiology of response to intervention among struggling readers. This project represents translational research that directly informs the practice community (e.g., clinicians, teachers) by identifying novel instructional practices that can be aggregated to more effectively influence student outcomes. By providing socioemotional skills training with a reading intervention using a school-based delivery model, this work has the potential of reducing disparities in mental health outcomes by reaching students of diverse backgrounds (e.g., ethnicity, SES) who would be otherwise less likely to receive such services.