Remediation of Older Students with Learning Disabilities

项目3：大龄学生阅读困难的矫正：干预的反应 通过课堂教学和干预。项目3(补救)旨在解决 有效干预措施的知识，特别是针对患有以下疾病的大龄学生的干预反应(RTI) 阅读障碍。虽然关于对处于危险中的年轻学生的指导和干预知道得很多 对于阅读困难，人们对与有效干预有关的因素知之甚少 年龄较大的学生。我们建议解决有关确定预期反应级别的关键问题 对于有阅读困难的中学生，第二层(阅读困难)和第三层(持续阅读) 教学困难/残疾)。拟议项目的目标是：a)确定有效性 对有阅读问题的大龄学生(6-7年级)进行系统的、明确的阅读练习，b)检查 随着时间的推移，有阅读困难的大龄学生对更密集的干预措施的反应是不同的 系统地强化干预，以确定对标准化和个性化小群体的反应 干预措施，d)确定和描述不同学生亚群对干预模式的反应， 以及e)研究随着时间的推移影响学生阅读和写作结果的语境条件。我们 对两名六年级学生进行为期两年的纵向研究(并进行一年跟踪调查)，提出两个具体目标 (总共480名学生；320名治疗组，160名对照)，分布在参与Tier II的两个地点(休斯顿、奥斯汀) 干预或典型的指导。具体目标1通过以下方式决定阅读干预的有效性 比较年龄较大的学生(6-7年级)与随机分配给典型学生的阅读困难的结果 阅读指导或替代干预，语言！具体目标2决定了 对干预措施的反应，作为识别有严重阅读障碍的学生的一种手段；以及 评估介入成功、告知治疗决定和预测治疗反应的程序 最初的和纵向的治疗。RTI低于预期的学生将参加Tier III 调查个性化小组干预相对有效性的干预措施与 规范的小群体干预。将对项目3(补救)的学生进行评估和研究 在项目1(分类)中，并在项目4(MSI)中成像。项目3(补救)设计为并行 项目2(早期干预)，分享共同措施，并侧重于技术转让和比较 个性化干预方案与标准化干预方案。拟议的研究将加强我们的 了解与阅读障碍的分类、定义和治疗相关的实践 年龄较大的学生。

Project 3: Remediation of Older Students with Reading Difficulties: Response to Intervention Through Classroom Instruction and Intervention. Project 3 (Remediation) seeks to address the gap in knowledge of effective interventions and, specifically, response to interventions (RTI), for older students with reading disabilities. While much is known regarding instruction and intervention with young students at risk for reading difficulties, considerably less is known about the factors associated with effective intervention for older students. We propose to address critical questions about identifying the levels of response expected for secondary students with reading difficulties at Tier II (reading difficulties) and Tier III (persistent reading difficulties/disabilities) of instruction. The goals of the proposed project are to a) determine the effectiveness of systematic, explicit reading practices with older students with reading problems (Grades 6-7), b) examine the response of older students with reading difficulties to more intensive interventions over time, c) vary intensive interventions systematically to determine response to standardized vs. individualized, small-group interventions, d) identify and describe the response to intervention patterns of various subgroups of students, and e) study the contextual conditions that impact students' reading and writing outcomes over time. We propose two specific aims in a 2-year longitudinal study (with one year follow-up) of two 6th grade cohorts (480 students total; 320 treatment, 160 control) across two sites (Houston, Austin) participating in Tier II interventions or typical instruction. Specific Aim 1 determines the efficacy of reading interventions by comparing outcomes in older students (Grades 6-7) with reading difficulties randomly assigned to typical reading instruction or a replacement intervention, Language!. Specific Aim 2 determines the efficacy of response to intervention as a means for identifying students with significant reading disabilities, and procedures for evaluating intervention success, informing treatment decisions, and predicting response to treatment initially and longitudinally. Students whose RTI is less than expected will participate in Tier III interventions investigating the relative effectiveness of individualized small group intervention contrasted with standardized small group intervention. The students in Project 3 (Remediation) will be assessed and studied in Project 1 (Classification) and imaged in Project 4 (MSI). Project 3 (Remediation) is designed to parallel Project 2 (Early Intervention), sharing common measures and a focus on RTI and the comparison of individualized vs. standardized intervention protocols. The proposed research will enhance our understanding of the practices related to classification, definition, and treatment of reading disabilities in older students.