MARKERS AND MODIFICATION OF EARLY READING FAILURE

早期阅读失败的标记和修改

• 批准号: 7434030
• 负责人: DEBORAH L SPEECE
• 金额: $ 51.96万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-08-01 至 2011-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7434030
• 关键词: Address; Algorithms; Area; Attention; Bypass; Child; Classification; Condition; Data; Development; Diagnostic; Disabled Persons; Disease regression; Early identification; Economics; Education; Effectiveness; Emotional; Exhibits; Failure; Growth; Instruction; Intervention; Intervention Studies; Investigation; Learning; Length; Logistic Regressions; Logistics; Long-Term Effects; Measurement; Measures; Modeling; Modification; Numbers; Outcome; Outcome Measure; Phase; Probability; Public Health; Purpose; Range; Reading; Reading Disabilities; Regression Analysis; Relative (related person); Research; Research Personnel; Risk; Screening procedure; Secondary Prevention; Secondary to; Societies; System; Testing; Time; Variant; Week; base; cohort; design; falls; improved; insight; literate; novel; skills; success

DESCRIPTION (provided by applicant): The purpose of this investigation is to improve the precision of early identification screening for reading failure and to determine the extent to which secondary prevention modifies its probability. The emotional and economic sequelae of reading failure in a highly literate society represent a public health concern. Despite the unprecedented national attention given to the problem of reading failure, a model that accurately identifies who will and who will not exhibit early reading failure does not exist. The number of potential marker variables are legion but have yet to be coordinated into a cohesive system that is theoretically robust and systematically tested. In addition, the duration of research-based reading intervention and its long term effects on at-risk children are rarely studied. Two research questions are designed to address the limitations of past research: (a) Is the precision of early identification screening improved by incorporating fluency and growth measures; and (b) Does the probability of reading failure defined by the early identification screen interact with instructional duration to modify the risk of reading failure both immediately and longitudinally? A novel aspect of the design is defining risk of reading failure continuously as probability level rather than dichotomously. The research plan incorporates a multiple cohort design in which three successive cohorts of first grade children are selected (N=250-300 across years). In Year 1, measures tested for the early identification screen include accuracy and fluency measures collected as point estimates (static measurement) and across time (growth measurement). We hypothesize that the lack of attention to fluency and growth has hampered past early identification efforts. Multiple regression and dominance analysis are used to assess impact on reading measured continuously and to reduce the variable set. Logistic regression is used to develop the best fitting algorithm to predict reading failure and produce probabilities. This algorithm is applied in Years 2 and 3 to identify children with higher probabilities of failure (N=180). These children are assigned to a no treatment control or to intervention that lasts 10 weeks or 16 weeks. Duration is varied to understand what is gained and lost by the intervention lengths typically used in reading intervention research. All three cohorts are followed through third grade with the diagnostic battery.

描述（由申请人提供）：本研究的目的是提高阅读失败的早期识别筛查的精度，并确定二级预防修改其概率的程度。高度识字社会中阅读失败的情感和经济后遗症代表了公共卫生的关注。尽管对阅读失败的问题有前所未有的民族关注，但该模型准确地识别了谁，谁将出现早期阅读失败。潜在标记变量的数量是Legion，但尚未协调为理论上稳健且进行系统测试的凝聚系统。此外，很少研究基于研究的阅读干预及其对高危儿童的长期影响。两个研究问题旨在解决过去研究的局限性：（a）通过纳入流利性和增长度量来改善早期识别筛查的精度； （b）通过早期识别屏幕与教学持续时间相互作用而定义的阅读失败的概率是否会立即和纵向修改阅读失败的风险？设计的一个新方面是将阅读失败连续定义为概率水平而不是二分法。该研究计划结合了多个队列设计，其中选择了三个连续的一年级儿童（多年n = 250-300）。在第1年中，测试了早期识别屏幕的测量包括作为点估计值（静态测量）和跨时间（增长测量）收集的准确性和流利度量。我们假设缺乏对流利性和增长的关注阻碍了过去的早期识别工作。多重回归和优势分析用于评估对读取的影响连续测量的影响并减少变量集。逻辑回归用于开发最佳的拟合算法，以预测阅读失败并产生概率。该算法在第2年和3年内应用，以识别失败概率较高的儿童（n = 180）。这些儿童被分配为无治疗控制或持续10周或16周的干预措施。持续时间有所不同，以了解通过阅读干预研究通常使用的干预长度而损失的内容。所有三个队列都遵循诊断电池的三年级。