Evidence-based Interventions to Enhance Outcomes among Struggling Readers

以证据为基础的干预措施，以提高陷入困境的读者的成果

• 批准号: 9311150
• 负责人: Amie Elizabeth Grills
• 金额: $ 66.82万
• 依托单位: BOSTON UNIVERSITY (CHARLES RIVER CAMPUS)
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-05-10 至 2022-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9311150
• 关键词: Address; Affect; Anxiety; Attention; Biological; Child; Childhood; Cognitive; Community Practice; Community of Practice; Comorbidity; Complex; Comprehension; English Language; Ethnic Origin; Etiology; Evidence based intervention; Evidence based practice; Gender; Growth; Informal Social Control; Intervention; Investigation; Knowledge; Learning; Link; Mathematics; Measures; Mediating; Mediator of activation protein; Mental Health; Methods; Modeling; Moods; Motivation; Outcome; Parents; Performance; Pilot Projects; Race; Randomized; Reader; Reading; Reading Disabilities; Recruitment Activity; Reporting; Research; Research Personnel; Sampling; Schools; Self Efficacy; Services; Site; Socioeconomic Status; Standardization; Stress; Students; Surveys; Teaching Method; Testing; Time; Translational Research; Treatment Efficacy; Vocabulary; Work; academic intervention; academic standard; anxiety management; anxiety states; anxiety treatment; attentional bias; base; cognitive performance; design; disparity reduction; ethnic diversity; experience; fifth grade; follow-up; improved; informant; innovation; intervention effect; low socioeconomic status; novel; peer; post intervention; programs; reading difficulties; response; skills; skills training; socioeconomics; stress management; stress symptom; teacher

PROJECT SUMMARY/ABSTRACT While considerable knowledge has been accumulated on improving reading for students with reading disabilities in the primary grades, reading interventions conducted with middle-grades (i.e., grades 3-6) have been rare and have typically evidenced low impacts, even when more intensive interventions are provided for increasingly longer durations. One hindrance to extant interventions has been the narrow focus on reading problems without addressing non-academic (e.g., self-regulation, socioemotional) factors known to also affect learning. Thus, investigations of the efficacy derived from integrating additional components into standard reading skills interventions are necessary. Anxiety represents a particularly salient target for such an approach, as it is among the most commonly reported mental health issues of childhood, and significant associations have been found between anxiety and academic outcomes. Further, an overwhelming number of children who are struggling to read or who fail to respond to reading interventions report elevated anxiety. The purpose of this proposal is to evaluate an integrated program designed for middle-grade readers and comprised of evidence-based practices for the treatment of anxiety and reading difficulties. A pilot study of this program, conducted with 36 students randomized to treatment and control conditions, demonstrated its feasibility and positive effects on anxiety outcomes. The proposed multi-site RCT will extend this work by comparing the combined reading and anxiety intervention with a reading-only condition and a control condition. Struggling readers will be included in this study and will receive two years (4th-5th grades) of intervention. The study will assess efficacy of the interventions at reducing anxiety and improving reading at post-intervention and 6-month follow-up (Aim 1). This project significantly enhances extant research on interventions for struggling reading by examining mechanisms of action associated with augmented outcomes among students who receive the combined intervention (Aim 2), and by determining potential moderators of intervention effects (Aim 3). In all, 300 ethnically diverse students will be recruited across two sites. A multi-informant (student, parent, teacher), multi-method (e.g., survey, standardized test, experiential sampling) assessment will be used. Relevance of this project lies in the determination of whether the inclusion of anxiety management skills enhances existing intervention outcomes for struggling readers in the upper elementary grades (concurrently/longitudinally). Examination of contextual and mitigating factors are further relevant for understanding the complex etiology of response to intervention among struggling readers. This project represents translational research that directly informs the practice community (e.g., clinicians, teachers) by identifying novel instructional practices that can be aggregated to more effectively influence student outcomes. By providing socioemotional skills training with a reading intervention using a school-based delivery model, this work has the potential of reducing disparities in mental health outcomes by reaching students of diverse backgrounds (e.g., ethnicity, SES) who would be otherwise less likely to receive such services.

项目摘要/摘要 尽管已经积累了大量知识，以改善阅读障碍学生的阅读 初级年级，中等年级进行的阅读干预措施（即3-6年级）很少见，并且具有 即使提供更长的更长的干预措施，通常也证明了低影响的低影响 持续时间。现存干预措施的一种障碍是，不解决问题的重点很小 已知的非学术（例如自我调节，社会情感）因素也影响学习。因此，调查 从将其他组件集成到标准阅读技能干预措施中，具有疗效。 焦虑代表了这种方法的特别明显的目标，因为它是最常见的 童年的心理健康问题以及焦虑与学术之间的重要关联 结果。此外，努力阅读或未能回应阅读的儿童数量压倒了 干预措施报告焦虑症升高。该建议的目的是评估专为 中年级的读者，包括用于治疗焦虑和阅读困难的循证实践。 该计划的试点研究，由36名学生随机进行治疗和控制条件进行， 证明了其对焦虑结局的可行性和积极影响。拟议的多站点RCT将扩展此 通过将阅读和焦虑干预与仅阅读条件进行比较和控制 健康）状况。苦苦挣扎的读者将包括在本研究中，并将获得两年（4-5年级）的干预措施。 该研究将评估干预措施减轻焦虑和改善干预后阅读的疗效和 6个月的随访（AIM 1）。该项目大大增强了有关挣扎阅读干预措施的现有研究 通过检查与收到合并的学生之间与增强结果相关的行动机制 干预（AIM 2），并确定干预效果的潜在主持人（AIM 3）。总共有300个种族 将在两个站点招募不同的学生。多信息（学生，父母，老师），多方法（例如， 将使用调查，标准化测试，体验抽样）评估。该项目的相关性在于 确定纳入焦虑管理技能是否会增强现有干预结果 在上级年级（同时/纵向）中苦苦挣扎的读者。检查上下文和 缓解因素与理解对干预反应的复杂病因有关 挣扎的读者。该项目代表了直接通知实践社区的转化研究（例如 临床医生，教师）通过确定可以汇总以更有效影响的新颖教学实践 学生的成绩。通过使用基于学校的阅读干预提供社会情感技能培训 交付模式，这项工作有可能通过接触到的学生来减少心理健康成果的差异 不同的背景（例如种族，SES），否则就不太可能获得此类服务。