Phase I Early Reading Intervention

第一阶段早期阅读干预

• 批准号: 6793492
• 负责人: BENITA A. BLACHMAN
• 金额: $ 50.98万
• 依托单位: SYRACUSE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-26 至 2005-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6793492
• 关键词: academic achievement; behavioral /social science research tag; elementary school; human subject; low socioeconomic status; reading; science education; teacher; teaching; urban poverty area

DESCRIPTION (Adapted From the Abstract): The purpose is to address the gap that exists between research and practice in early reading by preparing to scale-up a kindergarten and Grade 1 intervention shown to be effective in previous work by Blachman and colleagues (Ball & Blachman, 1991; Blachman et al., 1994; Blachman et al, 1999; Blachman et al., in press). We address unanswered questions regarding timing and duration of early intervention needed for maximum benefit and investigate whether responsiveness to treatment is influenced by different beginning skill levels, home literacy experiences, and classroom behavior, helping us determine whom to target for instruction in Phase II. In addition, we investigate the relationship between teacher instruction (e.g., knowledge, fidelity, quality), school context variables (e.g., principal leadership) and student outcomes in reading to increase understanding of variables to be targeted during scale-up. The proposed grant falls into two Phase I categories: replication studies and feasibility studies. First, we replicate research, referenced above, shown to be effective in improving reading. Second, we address specific implementation issues that can impact the feasibility of scale-up. In Phase I we develop a technology-based professional development component that will, in Phase II, allow us to dramatically increase the number of schools and districts involved in professional development. Children will be drawn from all kindergarten and Grade 1 classes in eight low-income, schools in a large urban district in upstate New York. On average, 76% of children will receive free or reduced lunch and 67% are minorities. A block-randomization procedure will be used to randomly assign schools similar on background variables (free lunch, state exam scores) to one of four conditions (3 treatments and 1 control). Schools will be used to randomly assign schools similar on background variables (free lunch, state exam scores) to one of four conditions: 1) kindergarten intervention only, 2) Grade 1 intervention only, 3) both kindergarten and Grade 1 interventions, and 4) a control condition using the school district basal in kindergarten and Grade 1. The kindergarten intervention (referenced above) includes 56 lessons, each lasting 15 to 20 minutes, conducted over 14 weeks, and including 3 activities: a) "say-it-and-move-it," a phoneme awareness (PA) activity in which children move disks to represent the sounds in words, first segmenting and then blending the word, eventually moving disks with letters on them to build simple decodable words (e.g., man), b) a PA practice activity, c) explicit letter name and sound instruction. The Grade 1 intervention (referenced above) is conducted daily for 40 minutes and includes a systematic 5-step plan for explicitly teaching the alphabetic principle, accuracy and fluency in reading words, frequent text reading to build motivation and comprehension, and spelling dictation.

描述（根据摘要改编）：目的是通过准备扩大幼儿园和1年级干预措施来解决研究和练习之间存在的差距，这在Blachman和Blachman和Caleagues先前的工作中有效（Ball＆Blachman，1991; Blachman et al。，1994; Blachman等，1994; Blachman等，1999; Blachman; Blachman; Blachman et ,, pers Press）。我们解决了有关最大收益所需的时间和早期干预持续时间的未解决问题，并调查对治疗的反应是否受不同的开始技能水平，家庭识字经验和课堂行为的影响，从而帮助我们确定第二阶段的指导目标。此外，我们研究了教师教学（例如知识，忠诚，质量），学校环境变量（例如，主要领导力）和学生成果的关系之间的关系，以增加对规模上的变量的了解。拟议的赠款分为I阶段的两个类别：复制研究和可行性研究。首先，我们复制上述研究，显示在改善阅读方面有效。其次，我们解决可能影响扩大可行性的特定实施问题。在第一阶段，我们开发了一个基于技术的专业发展组成部分，在第二阶段，我们可以大大增加参与专业发展的学校和地区的数量。在纽约州北部的大型城市地区的八个低收入学校中，将从八个低收入的学校中吸引儿童。平均而言，有76％的儿童将免费或减少午餐，而67％的儿童是少数民族。将使用Block随机化程序将在背景变量（免费午餐，州考试成绩）上的类似学校随机分配给四个条件之一（3个治疗和1个控制）中。学校将用于随机分配背景变量类似的学校（免费午餐，州考试成绩）为四个条件之一：1）仅幼儿园干预，2）仅1级干预，3）幼儿园和1年级干预措施，以及4）使用学区基础在幼儿园和1年级的幼儿园（包括幼儿园的惯例），临时的156次，临时的intergarten和1级的控制条件，包括幼儿园的持续时间。活动：a）“说话和移动”，一种音素意识（PA）活动，在该活动中，孩子们移动磁盘以表示单词中的声音，首先分段，然后将单词融合，最终将磁盘与字母上移动，以构建简单的可解码单词（例如，男人）（例如，男人），b）pa练习活动，c）cap练习，c）explicit字母名称和声音指导。每天进行1级干预（上文）进行40分钟进行，其中包括一个系统的5步计划，以明确教授字母原理，阅读单词的准确性和流利度，频繁的文本阅读以构建动机和理解以及拼写概念。