PREVENTION AND REMEDIATION OF READING DISABILITIES

阅读障碍的预防和治疗

基本信息

批准号：
6629085
负责人：
JOSEPH K TORGESON
金额：
$ 41.84万
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 2005-01-31
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 who are either at-risk for the development of reading problems, or who are identified with serious reading disabilities. It is based directly on what is currently known about the environmental and biological factors that are associated with difficulties in learning to read, and it also reflects research based knowledge about effective methods of instruction in reading. Within pre-school, early elementary school, and remedial contexts, the research has three broad aims: 1) to determine which instructional programs, or combination of programs, have the largest immediate impact on word level reading skills and long-term impact on fluency and comprehension skills, of children in the studies; 2) to determine the factors (child characteristics, demographic variables) 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 proportion of children within the most effective interventions for whom the intervention was insufficient to support reading growth within the normal range Four multi-year studies will be carried out to accomplish these aims. Experiment 1 examines the relative effectiveness of four treatment combinations to stimulate the growth of emergent literacy skills in a sample of 300 children attending pre-school centers that serve primarily economically disadvantaged children. Experiment 2 will use a second sample of 300 children to examine the outcomes from the most effective intervention from Experiment 1 when it is implemented under three conditions that vary in level of supervision and training/experience of the pre-school teachers. Experiment 3 will evaluate the effectiveness of two types of intensive preventive reading-instruction for 288 first grade children selected because of phonological weaknesses. It will also determine the contextual effects of classroom reading instruction that varies significantly in the degree to which it provides systematic and explicit instruction in alphabetic, or phonetic, reading skills. Experiment 4 will examine the effects of two different approaches to increasing reading fluency and comprehension in a sample of 60 seriously disabled older readers who also receive intensive instruction to increase the accuracy of their word reading strategies. All subjects in these studies will undergo assessments for a variety of emergent literacy and reading outcomes as well as a range of demographic, family, attentional/behavioral, and cognitive factors that will help to understand individual differences in response to the interventions.

本提案中描述的研究旨在为有阅读问题风险或被确定患有严重阅读障碍的儿童提供有关预防和治疗教学策略的新信息。它直接基于目前已知的与学习阅读困难相关的环境和生物因素，并且还反映了基于研究的关于有效阅读教学方法的知识。在学前班、小学早期和补习环境中，该研究具有三大目标：1) 确定哪些教学计划或计划组合对单词水平阅读技能和流利程度产生最大的直接影响学习中儿童的理解能力； 2) 确定对我们研究的教学计划的即时和长期反应最能预测个体差异的因素（儿童特征、人口统计变量）； 3) 检查在最有效的干预措施中，干预措施不足以支持正常范围内的阅读能力增长的儿童的比例。将进行四项多年研究来实现这些目标。实验 1 检查了四种治疗组合对刺激新兴识字技能增长的相对有效性，样本为 300 名就读学前中心的儿童，这些中心主要为经济困难儿童提供服务。实验 2 将使用 300 名儿童作为第二个样本，以检验实验 1 中最有效干预措施在学前教师监督水平和培训/经验各不相同的三种条件下实施的结果。实验3将评估两种类型的强化预防性阅读教学的有效性，该教学针对288名因语音缺陷而选择的一年级儿童。它还将确定课堂阅读教学的语境效果，其在字母或语音阅读技能方面提供系统和明确的指导的程度存在显着差异。实验 4 将以 60 名严重残疾的老年读者为样本，检验两种不同方法对提高阅读流畅度和理解力的效果，这些读者还接受强化指导以提高其单词阅读策略的准确性。这些研究中的所有受试者都将接受各种新兴读写能力和阅读结果以及一系列人口、家庭、注意力/行为和认知因素的评估，这将有助于了解对干预措施反应的个体差异。