RESPONSE TO COMPUTER-ASSISTED INSTRUCTION FOR READING DISABILITY

研究项目V使用引人入胜的自适应计算机辅助阅读程序来研究以下问题： 对有阅读困难风险或有阅读困难的儿童的教学反应。CLDRC研究 怀斯和他的同事证明，说话的计算机程序可以提供个性化的，有效的， 对学校二至五年级儿童进行阅读干预。计算机语音、声音的最新进展 识别、动画和设计导致了相关程序的改进。扫盲基金会，按 怀斯，科尔和他的同事，是一个综合系统的基础练习和互动的书籍， 也用于年幼的孩子。它包括经常性的自动RTI评估、程序调整 内容和保证治疗的保真度。该系统密切监测儿童的表现， 提高单词阅读、拼写、写作和准确流畅的文本阅读与理解的活动， 而动画虚拟导师提供提示和支持。FtL将部署在三项RTI研究中： 一个在学校，另一个在其他项目评估的有阅读障碍的双胞胎家中。一所学校 这项研究涉及幼儿园的儿童在阅读问题的风险。第二个重点是儿童与或在 1 - 4年级阅读困难的风险。来自项目I-III的双胞胎和相关的纵向研究 广泛的评估数据，并将参加RTI研究在他们的家园。年长的挣扎读者有 一个特别困难的时间达到流利的年级水平的阅读与理解;许多人需要更多 比学校所能提供的更精确的大量阅读时间。支持自适应的家用计算机 对于年龄较大的孩子，以及那些学校没有使用最多的孩子， 适当的干预方法。因此，项目V将提供有关RTI的宝贵证据： 评估与不同阅读领域的速度或结果的性能测量相互作用，以预测 方案的最终结果。该项目将增加关于个体差异的独特见解， RTI的分子遗传学基础，因为DMA样本已由双胞胎提供并将被要求 从孩子们在学校的研究项目四分析。最后，项目五探讨了密集型 修改计算机辅助干预方案，对反应差的人进行1年以上的延长培训。

Research Project V uses engaging adaptive computer-assisted reading programs to study questions about Response to Instruction (RTI) with children at risk for or with reading difficulties. Previous CLDRC research by Wise and colleagues demonstrated that talking computer programs can provide individualized, effective reading intervention for children in 2nd- 5th grades in schools. Recent advances in computer speech, voice recognition, animation, and design have led to improved related programs. Foundations to Literacy (FtL), by Wise, Cole and colleagues, is an integrated system of foundational exercises and interactive books which is used also with younger children. It includes frequent automatic RTI assessment, adjustment of program content and assured fidelity of treatment. The system closely monitors children's performance with engaging activities that improve word reading, spelling, writing, and accurate fluent text reading with comprehension, while an animated Virtual Tutor provides hints and support. FtL will be deployed in three studies of RTI: two in schools and one in the homes of twins with reading disabilities assessed in other projects. One school study involves kindergarten children at risk for reading problems. The second focuses on children with or at risk for reading difficulties in 1st-4th grades. Twins from Projects l-lll and a related longitudinal study have extensive assessment data, and will participate in an RTI study in their homes. Older struggling readers have a particularly difficult time achieving fluent grade-level reading with comprehension; many need much more extensive time reading accurately than schools can provide. Computers in homes with adaptive supported programs may help solve this problem for older children, and for children whose schools do not use the most appropriate intervention methods. Project V will thus provide valuable evidence about RTI: about how initial assessments interact with performance measures of rate or outcome in different reading domains to predict eventual outcomes from the programs. The project will add unique insights about individual differences and the molecular-genetic basis of RTI, since DMA samples have been provided by twins and will be requested from children in the school studies for Project IV to analyze. Finally, Project V explores benefits of intensively modified computer-assisted intervention programs in extended training beyond 1 year for poor responders.