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识别 有可能发展阅读障碍的人吗？预测指标的最佳组合是什么 所以？这一特定目标将通过对两个幼儿园的纵向研究来解决 儿童总共有720个 将测量与阅读相关的阅读技能。检查早期阅读有效性的作用 预防阅读障碍或至少最小化严重程度的指示 表示，将向一半参与的计划提供一个为教师提供一级支持的计划 教室。将检查增长度量的心理测量特征，并将其与 地位衡量标准的心理测量特征。可靠性与数量之间的关系 将检查生长测量的测量点。增长的度量是否使 独立于地位衡量的阅读预测的贡献将通过使用 预测有效性研究中的两种措施。在第二项研究中，基本假设 需要对教学（RTI）模型的响应，即需要观察对有效指导的响应才能准确 识别将通过RTI模型中的两个操作来测试。在第一个操作中，传统的RTI 将模型与主动模型的两个版本进行比较，其中分配给干预水平为 立即根据初步评估进行，而不是等待观察到对 操作说明。在第二次操纵中，提供额外的支持将基于任一成就 单独的水平，或成就水平和增长率的结合，以确定 增长提供了有用的信息，而成就水平的度量未提供。最后，到达 需要观察对有效教学的反应才能准确地识别个人需要的范围 需要干预，RTI模型的结果（即，最终提供了一级，二或三等级 支持）不应根据筛选电池进行预测 RTI研究。该预测将通过试图从分数中预测RTI研究的结果来测试。 在筛选电池上。