SCHOOL-BASED CLASSIFICATION AND PREVENTION OF READING DISABILITIES

以学校为基础的阅读障碍分类和预防

• 批准号: 7122241
• 负责人: JOSEPH K TORGESON
• 金额: $ 26.66万
• 依托单位: FLORIDA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-01-01 至 2010-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7122241
• 关键词: academic achievement; behavior prediction; behavioral /social science research tag; child psychology; clinical research; disease /disorder prevention /control; early experience; educational resource design /development; elementary school; growth /development; human subject; learning disorders; longitudinal human study; psychometrics; questionnaires; reading

Two multi-year studies will be carried out in this project. The focus of the first study is prediction and prevention of reading disability. To what extent can a kindergarten assessment be used to identify individuals at risk for developing reading disability? What is the optimal combination of predictors for doing so? This specific aim will be addressed by means of a longitudinal study of two cohorts of kindergarten children, totaling 720 in all, who will be administered measures of emergent literacy and whose growth in reading and reading-related skills will be measured. To examine the role of effectiveness of early reading instruction in preventing the occurrence of reading disability or at least minimizing the severity with which it is expressed, a program for providing tier 1 support for teachers will be provided to half of the participating classrooms. The psychometric characteristics of measures of growth will be examined, and compared to the psychometric characteristics of measures of status. The relation between reliability and number of measurement points for measures of growth will be examined. Whether measures of growth make contributions to prediction of reading that are independent of measures of status will be assessed by using both kinds of measures in a predictive validity study. In a second study, the fundamental assumption of response to instruction (RTI) models that observing response to effective instruction is required for accurate identification will be tested by two manipulations in an RTI model. In the first manipulation, a traditional RTI model will be compared to two versions of a proactive model in which assignment to levels of intervention is done immediately on the basis of an initial assessment instead of waiting to observe inadequate response to instruction. In the second manipulation, provision of additional support will be based on either achievement level alone, or on a combination of achievement level and rate of growth, to determine whether measures of growth provide useful information that is not provided by measures of achievement level. Finally, to the extent that observing response to effective instruction is required for accurate identification of individuals who need intervention, the outcome of an RTI model (i.e., who ultimately is provided tier one, two, or three levels of support) should not be predictable on the basis of a screening battery administered prior to beginning the RTI study. This prediction will be tested by attempting to predict the outcome of RTI study two from scores on a screening battery.

该项目将进行两项多年研究。第一项研究的重点是预测和 预防阅读障碍。幼儿园评估在多大程度上可以用来确定 个人有阅读障碍的风险吗？预测变量的最佳组合是什么 所以？这一具体目标将通过对两组幼儿园的纵向研究来实现 总共 720 名儿童将接受紧急识字措施，他们的成长 将测量阅读和阅读相关的技能。检查早期阅读有效性的作用 预防阅读障碍发生或至少减轻阅读障碍严重程度的指导 表示，将为一半的参与教师提供一级支持的计划 教室。将检查成长测量的心理测量特征，并将其与 状态测量的心理测量特征。可靠性与数量的关系 将审查衡量增长的测量点。增长衡量标准是否使 独立于地位衡量标准的对阅读预测的贡献将通过使用进行评估 预测有效性研究中的两种测量方法。在第二项研究中，基本假设 对指令的反应（RTI）模型，观察对有效指令的反应是准确的 识别将通过 RTI 模型中的两次操作进行测试。在第一次操作中，传统的 RTI 模型将与主动模型的两个版本进行比较，其中干预级别的分配是 根据初步评估立即采取行动，而不是等待观察到反应不足 操作说明。在第二次操纵中，额外支持的提供将基于任一成就 单独的水平，或结合成就水平和增长率，以确定是否衡量 增长提供了衡量成就水平所无法提供的有用信息。最后，到 为了准确识别以下人员，需要观察对有效指导的反应 需要干预，RTI 模型的结果（即最终为谁提供一级、二级或三级 支持）不应根据在开始之前进行的筛选电池来预测 RTI 研究。将通过尝试根据分数预测 RTI 研究二的结果来测试此预测 在筛选电池上。