Using RTI to address Risk, Providing Prevention, & Identifying Reading Disability

使用 RTI 解决风险、提供预防、

• 批准号: 8434157
• 负责人: Doug Fuchs
• 金额: $ 52.87万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-03-01 至 2016-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8434157
• 关键词: Achievement; Address; Affect; Attention; Attention deficit hyperactivity disorder; Awareness; Characteristics; Child; Classification; Comprehension; Development; Early Intervention; Early identification; Education; Employment; Evaluation; Health; Health Status; Individual; Instruction; Intervention; Intervention Studies; Learning; Life; Low Prevalence; Methods; Modeling; Monitor; Names; Nature; Outcome; Performance; Policies; Prevalence; Prevention; Primary Prevention; Public Health; Qualifying; Randomized; Reading; Reading Disabilities; Relative (related person); Research; Risk; Sampling; Schools; Secondary Prevention; Secondary to; Services; Social Adjustment; Societies; Students; Surface; System; Vocabulary; Work; disability; falls; fifth grade; first grade; follow-up; fourth grade; improved; innovation; lexical retrieval; peer; phonology; prevent; programs; remediation; response; screening; skills; tertiary prevention; third grade; tv watching

DESCRIPTION (provided by applicant): Reading disability (RD) is a serious, life-long condition that negatively affects schooling, employment, health status, and social adjustment. With the traditional approach for identifying RD, IQ-achievement discrepancy, students repeatedly fail before they qualify as RD. During this waiting period, which often extends to 4th or 5th grade, opportunity for intervention is lost, making remediation difficult. Therefore, the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act permits states to discontinue use of IQ- achievement discrepancy in favor of a response-to-intervention (RTI) approach to RD identification. RTI is a promising method for the prevention and early identification of RD, but important questions remain unanswered. This project involves 750 low-study-entry, 170 average-study-entry, and 84 high-study-entry students who enter the study in 1st grade. To all students, we administer static assessments, dynamic assessment, and ongoing progress monitoring in fall of 1st grade, and we administer an assessment battery in spring of grades 1-4. We constitute a representative sample to include all average- and high-study-entry students plus a subsample of 84 low-study-entry students. With this representative sample, we consider how multi-method screening approaches, conducted in fall of 1st grade, enhance the predictive utility of long-term risk designations. We randomly assign the 750 low-study-entry students to no treatment control or 1 of 2 treatments (decoding/fluency vs. decoding/fluency/comprehension). With these low-study-entry students, we (a) assess how the nature of 1st-grade intervention affects reading outcomes and examine how initial child characteristics interact with intervention in moderating outcomes; (b) assess how the nature of intervention affects the prevalence of RD subtypes, with and without ADHD, and explore the prevalence of those subtypes; and (c) evaluate RTI as a 1st-grade classification and prevention model against an external criterion for RD.

描述（由申请人提供）：阅读障碍（RD）是一种严重的，终生的状况，对学校，就业，健康状况和社会调整产生负面影响。凭借传统的方法来识别RD，智商学的差异，学生在获得RD资格之前反复失败。在这个等待期间通常延伸到4年级或5年级的等待期间，干预的机会丢失了，因此难以补救。因此，2004年对残疾人教育改进法的重新授权允许各州停止使用智商差异，而不是采用对干预（RTI）的RD识别方法的响应。 RTI是预防和早期识别RD的有前途的方法，但重要的问题仍未得到解决。该项目涉及750个低学习式入境，170名平均研究成员和84名高级学习学生，他们以一年级的身份进入该研究。对于所有学生，我们在一年级的秋季进行静态评估，动态评估和持续的进度监控，并在1 - 4年级的春季进行评估电池。我们构成了代表性的样本，包括所有平均和高等教育的学生以及84名低研究入学学生的子样本。使用该代表性样本，我们考虑了一年级秋季进行的多方法筛选方法如何增强长期风险名称的预测效用。我们将750名低研究的学生随机分配给没有治疗控制或2种治疗中的1个（解码/流利度与解码/流利度/理解）。借助这些低学习的学生，我们（a）评估一年级干预的性质如何影响阅读结果，并研究初始儿童特征如何与干预措施相互作用，以调节结果； （b）评估干预的性质如何影响有或没有多动症的RD亚型的普遍性，并探索这些亚型的患病率； （c）根据RD的外部标准，将RTI评估为1年级分类和预防模型。

项目成果

Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process.

• DOI: 10.1037/a0018448
• 发表时间: 2010-05-01
• 期刊: JOURNAL OF EDUCATIONAL PSYCHOLOGY
• 影响因子: 4.9
• 作者: Compton, Donald L.;Fuchs, Douglas;Fuchs, Lynn S.;Bouton, Bobette;Gilbert, Jennifer K.;Barquero, Laura A.;Cho, Eunsoo;Crouch, Robert C.
• 通讯作者: Crouch, Robert C.

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers.

• DOI: 10.1080/19345747.2014.906691
• 发表时间: 2014-07-01
• 期刊: Journal of research on educational effectiveness
• 影响因子: 1.8
• 作者: Miller AC;Fuchs D;Fuchs LS;Compton DL;Kearns D;Zhang W;Yen L;Patton S;Kirchner D
• 通讯作者: Kirchner D