VALIDITY OF RTI FOR IDENTIFYING READING DISABILITY BEYOND THE PRIMARY GRADES

该项目有两个目的，（a）检查干预反应方法的有效性， 识别阅读障碍儿童（RD），他们已经超过了阅读能力的初始阶段， (b)描述儿童的认知和神经生物学特征， 不同程度的干预。阅读失败的情感和经济后遗症在一个高度 识字社会是一个公共卫生问题。针对高危和残疾读者的阅读研究 主要集中在小学年级，很少关注那些继续在阅读方面挣扎的孩子， 二年级后第一次遇到困难。这些儿童是拟议中的重点 调查。本研究设计了三个研究问题，以加深对小学后教育发展的理解：（a） 结合措施和程序提供了一个有效的筛选，以确定高年级儿童 在RTI框架内进行二级阅读预防，(b)阅读失败的概率 定义为筛查组合减少，作为二级预防的功能， 纵向？及（c）有哪些认知及神经生物学特徴的高危儿童， 对二级和三级预防的反应不同吗？该设计的一个新颖方面是定义 连续阅读失败作为一个概率水平，而不是作为一个二分法。研究计划包括 一个多队列，纵向设计，其中三个连续队列的三年级和四年级的儿童， 选择（N = 750）。在第一年，测试的识别组合措施包括单词和文本级别 阅读测量、口语和注意力。识字率增长的措施也被用来确定， 提高了预测精度。多元回归和优势分析评估对阅读的影响 连续测量并减少变量集。逻辑回归用于开发最佳拟合 预测阅读失败并产生概率的算法。该算法在第2年和第3年应用， 识别失败概率较高的儿童（N=140）。这些孩子被随机分配到 无治疗对照或12周干预。3年级队列中的高危儿童， 干预措施将被随机分配到三级预防或等待名单控制。这些孩子 参与旨在阐述初次RD后神经生物学特征的实验。

This project has two purposes, (a) to examine the validity of a response-to-intervention (RTI) approach to identifying children with reading disabilities (RD) who are beyond the initial stages of reading acquisition and (b) to describe the cognitive and neurobiological characteristics of children who respond differentially to different intensities of intervention. The emotional and economic sequelae of reading failure in a highly literate society represent a public health concern. Reading research with at-risk and disabled readers has focused on the primary school grades with little attention to children who continue to struggle with reading or experience difficulties for the first time after second grade. These children are the focus of the proposed investigation.Three research questions are designed to extend understanding of post-primary RD: (a) what combination of measures and procedures provide an effective screen to identify upper elementary children for secondary reading prevention within an RTI framework?, (b) does the probability of reading failure defined by the screening battery decrease as a function of secondary prevention both immediately and longitudinally?, and (c) what are the cognitive and neurobiological characteristics of at-risk children who respond differentially to secondary and tertiary prevention? A novel aspect of the design is defining risk of reading failure continuously as a probability level rather than as a dichotomy. The research plan incorporates a multiple cohort, longitudinal design in which three successive cohorts of third and fourth grade children are selected (N = 750). In Year 1, measures tested for the identification battery include word and text-level reading measures, oral language, and attention. Measures of literacy growth also are used to determine if prediction precision is improved. Multiple regression and dominance analysis assess impact on reading measured continuously and to reduce the variable set. Logistic regression is used to develop the best fitting algorithm to predict reading failure and produce probabilities. This algorithm is applied in Years 2 and 3 to identify children with higher probabilities of failure (N=140). These children are randomly assigned to either a no treatment control or a 12 week intervention. At-risk children in the Year 3 cohort who do not respond to the intervention will be randomly assigned to tertiary prevention or a wait list control. These children participate in experiements designed to elaborate the neurobiological signature of post-primary RD.