RESPONSE TO COMPUTER-ASSISTED INSTRUCTION FOR READING DISABILITY

研究项目V使用适应性计算机辅助阅读程序来研究以下问题 对阅读有困难或有阅读困难风险的儿童的指令反应(RTI)。CLDRC以前的研究 By Wise和他的同事们证明，会说话的计算机程序可以提供个性化、有效的 对学校2-5年级儿童的阅读干预。计算机语音、语音的最新进展 识别、动画和设计都带来了相关程序的改进。扫盲基础(FTL)，作者： WISE、Cole和他的同事们是一个基础练习和互动书籍的集成系统，它是 也用于年幼的孩子。它包括频繁的自动RTI评估、程序调整 治疗的内容和保证的保真度。该系统通过参与性密切监控儿童的表现 提高单词阅读、拼写、写作和准确流利的文本阅读与理解的活动， 而动画虚拟导师则提供提示和支持。FTL将部署在RTI的三项研究中：两项 在学校和在其他项目中评估的阅读障碍双胞胎家庭中有一名儿童。一所学校 这项研究涉及有阅读问题风险的幼儿园儿童。第二个重点关注的是患有或未成年的儿童 1-4年级有阅读困难的风险。L项目和相关的纵向研究中的双胞胎 广泛的评估数据，并将在他们的家中参加RTI研究。年长的苦苦挣扎的读者 要达到流利的年级阅读水平和理解能力尤其困难；许多人需要更多 比学校所能提供的更长时间的准确阅读。支持自适应的家庭计算机 对于年龄较大的孩子，以及那些学校不是最多使用的孩子来说，这些项目可能会帮助解决这个问题 适当的干预方法。因此，项目V将提供关于RTI的有价值的证据：关于最初 评估与不同阅读领域的评级或结果的绩效测量相互作用，以预测 这些计划的最终结果。该项目将增加对个人差异的独特见解，并 RTI的分子遗传学基础，因为双胞胎提供了DMA样本，并将要求提供 从在校儿童的学习情况进行项目四的分析。最后，项目V深入探讨了 修改计算机辅助干预计划，为反应不佳的人员提供超过1年的延长培训。

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.