PREVENTION AND REMEDIATION OF READING DISABILITIES

阅读障碍的预防和治疗

基本信息

批准号：
2203333
负责人：
JOSEPH K TORGESON
金额：
$ 34.82万
依托单位：
FLORIDA STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
1993
资助国家：
美国
起止时间：
1993-08-01 至 1998-11-30
项目状态：
已结题

项目摘要

The research described in this proposal is designed to provide new information about both preventive and remedial instructional strategies for children with phonologically based reading disabilities. The research draws directly on recent advances in knowledge about the nature of reading disabilities, essential components of reading instruction, and the measurement of growth and change in children's abilities. Within both preventive and remedial contexts, this research has three broad aims: 1) to determine which instructional programs have the largest immediate impact on word level reading skills and long-term impact on fluency and comprehension skills of reading disabled children; 2) to determine the individual characteristics (medical, neurological, cognitive, family background, and other behaviors) that are most strongly predictive of individual differences in both immediate and long-term response to the instructional programs we examine; and, 3) to examine the effects of the instructional programs on a broad array of cognitive skills other than reading. The use of growth curves to model change in each individual child allows not only the identification of the instructional approaches that have the largest average effect on reading, but also it enables a reliable description of the characteristics of children who respond either well or poorly to specific treatment approaches. Four multi-year studies will be carried out to accomplish these aims . Experiment 1 evaluates two approaches to the prevention of reading disabilities in a sample of 168 children selected in kindergarten because they are strongly at risk for reading failure based on phonological processing disabilities. Intervention will be provided for these children in individual tutoring sessions for two and a half years, and they will be followed until the end of fourth grade. Experiment 2 will use a sample of 90 children selected in the same way as the first study to examine the generalizability of methods used in Experiment 1 to the regular classroom. Experiment 3 will employ a sample of 60 learning disabled children from 3rd to 5th grades to examine the relative effectiveness of two programs utilizing intensive, one to one tutoring, in normalizing the alphabetic reading skills of children who have phonologically based reading disabilities. The last study utilizes 60 3rd to 5th grade reading disabled children to examine the relative effectiveness of the best approach from Experiment 3 in the context of small group instruction delivered by teachers of varying levels of experience within regular learning disabled classrooms. All subjects will undergo assessments conducted by a multi-disciplinary team that will identify the demographic, family/genetic, physical/neurological, neuropsychological, and cognitive status of each child as well as co-morbid conditions in attention and behavior.

本提案中描述的研究旨在提供新的有关预防和补救教学策略的信息针对有语音阅读障碍的儿童。这研究直接利用自然知识的最新进展阅读障碍、阅读教学的重要组成部分，以及衡量儿童能力的成长和变化。之内无论是预防还是治疗方面，这项研究具有三个广泛的内容：目标： 1) 确定哪些教学项目拥有最大的对单词水平阅读技能的直接影响和长期影响阅读障碍儿童的流畅性和理解能力； 2）到确定个体特征（医学、神经学、认知、家庭背景和其他行为）是最强烈的预测近期和长期的个体差异对我们审查的教学计划的回应；以及，3) 检查教学计划对广泛的认知的影响阅读以外的技能。使用增长曲线来模拟变化每个单独的孩子不仅可以识别对阅读具有最大平均效果的教学方法，而且它还可以可靠地描述特征对特定治疗反应良好或较差的儿童接近。为了实现这些目标，将进行四项多年研究。实验 1 评估两种阻止阅读的方法在幼儿园抽取的 168 名儿童样本中存在残疾，因为他们极有可能因语音而无法阅读处理能力障碍。将为这些提供干预孩子们接受为期两年半的单独辅导课程，以及他们将被跟踪直到四年级结束。实验2将使用与第一项研究相同的方式选择的 90 名儿童样本检验实验 1 中使用的方法对常规课堂。实验3将采用60个学习样本三至五年级残疾儿童检查亲属两个项目利用强化一对一辅导的有效性，使具有以下特征的儿童的字母阅读技能正常化基于语音的阅读障碍。最后一项研究使用了 60 三至五年级阅读障碍儿童检查亲属实验 3 中最佳方法的有效性由不同级别的教师进行小组教学常规学习障碍教室的经验。所有科目都将接受多学科评估团队将确定人口统计、家庭/遗传、每个人的身体/神经、神经心理学和认知状态儿童以及注意力和行为方面的共病状况。