Integrating Executive Functioning Into Remediation of Students with Reading disa

将执行功能纳入阅读障碍学生的补救中

基本信息

批准号：
8264853
负责人：
Sharon Vaughn
金额：
$ 19.69万
依托单位：
UNIVERSITY OF HOUSTON
依托单位国家：
美国
项目类别：
财政年份：
2006
资助国家：
美国
起止时间：
2006-06-01 至
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/8264853
关键词：
Address Affect Area Benchmarking Businesses Characteristics Child Climate Cognitive Community Practice Comprehension Data Development Effectiveness Effectiveness of Interventions Elements Generations Hybrids Influentials Informal Social Control Instruction Intervention Intervention Studies Knowledge Language Learning Learning Disabilities Measures Memory Morphology Motivation Neighborhoods Oral Outcome Prevention approach Process Randomized Reader Reading Reading Disabilities Research Research Project Grants Sampling School Teachers Schools Severities Short-Term Memory Students Testing Text Time Translational Research Vocabulary Writing base behavior measurement contextual factors design elementary school executive function follow-up improved literacy remediation research study response secondary outcome sixth grade skills spelling teacher yeast two hybrid system

项目摘要

Despite influential findings regarding early reading development and prevention approaches for students with reading disabilities, many students with reading disabilities demonstrate inadequate reading comprehension in the middle grades, affecting learning which bodes unfavorably for post secondary outcomes. Project 3 is designed to address 3 aims that build on the findings from the previous 5 years of research (Vaughn & Fletcher, in press) with struggling readers in grades 6- 8, capitalizing on research from Projects 1 and 2 in the proposed studies, and providing samples for Project 4. Aim 1 determines the efficacy of reading comprehension interventions comparing outcomes of 4th graders with reading difficulties randomly assigning students (n=420) to typical classroom reading instruction or to one of two replacement interventions (Language/Knowledge or Skills/Strategies). Students will be treated for 2 years and then followed for one (through sixth grade). Aim 2 extends the first intervention study by building on the experimental studies conducted during years 1 and 2 by Project 2 (Executive Functioning), and conducting a second RCT with a nonoverlapping sample of 4th graders with reading difficulties assigned to one of two treatment conditions, hybrid from Year 1 or hybrid from Year 1 with executive functioning practices. Like students in the 1st study, these students will also be treated for two years (grades 4 and 5) and then followed through grade 6. Aim 3 determines student characteristics and contextual factors associated with response to intervention as a means of informing treatment decisions, and to determine the extent to which response to intervention can be predicted initially and longitudinally from students' characteristics (e.g., memory, motivation) and contextual factors (e.g., teachers' knowledge, school effectiveness ratings, neighborhoods access to literacy). Students will be assessed on efficacy impact measures including word reading, fluency, reading and listening comprehension, spelling, written expression, oral language and vocabulary. Students will also be assessed on student characteristics (e.g., working memory) and behavioral measures (e.g., self-regulation) as well as measures related to teacher and school context (e.g., classroom climate). It is

尽管针对阅读障碍的学生的早期阅读发展和预防方法有影响力，但许多阅读障碍的学生表明，中级阅读理解不足，影响了学习对后次级后果不利的学习。 Project 3 is designed to address 3 aims that build on the findings from the previous 5 years of research (Vaughn & Fletcher, in press) with struggling readers in grades 6- 8, capitalizing on research from Projects 1 and 2 in the proposed studies, and providing samples for Project 4. Aim 1 determines the efficacy of reading comprehension interventions comparing outcomes of 4th graders with reading difficulties randomly assigning students (n=420) to typical classroom reading指导或两种替代干预措施之一（语言/知识或技能/策略）。学生将接受2年的治疗，然后遵循一名（至六年级）。 AIM 2通过基于项目2（执行功能）在第1和2年度进行的实验研究来扩展了第一项干预研究，并使用不重叠的4年级学生样本进行了第二次RCT，其中具有分配给两个治疗条件之一的阅读困难，从1年或从1年开始的Hybrid分配给了具有执行功能的混合动力。像第一项研究中的学生一样，这些学生也将接受两年的治疗（4年级和5年级），然后遵循6年级。目标3决定了学生的特征和背景因素与对干预的反应相关，作为告知治疗决策的手段，并确定对干预的反应的程度，可以从最初和延长学生的特征来预测学生的特征（例如，在学生的特征上（例如，记忆力）和上下文（例如，E.'e。社区获得扫盲）。将对学生进行疗效影响措施进行评估，包括单词阅读，流利性，阅读和听力理解，拼写，书面表达，口语语言和词汇。还将对学生的特征（例如工作记忆）和行为措施（例如自我调节）以及与教师和学校环境有关的措施（例如课堂气候）进行评估。这是