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.

项目概要/摘要 尽管在提高阅读障碍学生的阅读能力方面已经积累了大量的知识， 在小学年级，对中年级（即 3-6 年级）进行阅读干预的情况很少见，而且 即使提供的干预措施持续时间越来越长，通常也表现出较低的影响 持续时间。现有干预措施的障碍之一是狭隘地关注阅读问题而没有解决 已知非学术（例如自我调节、社会情感）因素也会影响学习。因此，调查 将附加组件纳入标准阅读技能干预措施中所产生的效果是必要的。 焦虑是这种方法的一个特别突出的目标，因为它是最常见的报告之一 儿童时期的心理健康问题，以及焦虑与学业之间存在显着关联 结果。此外，绝大多数儿童在阅读上遇到困难或对阅读没有反应 干预措施报告焦虑加剧。本提案的目的是评估一项综合计划，旨在 中年级读者，包括治疗焦虑和阅读困难的循证实践。 该计划的一项试点研究由 36 名学生随机接受治疗和控制条件进行， 证明了其可行性以及对焦虑结果的积极影响。拟议的多站点随机对照试验将扩展这一点 通过将阅读和焦虑干预相结合与仅阅读条件和对照进行比较来进行工作 健康）状况。阅读困难的学生将被纳入这项研究，并将接受两年（四年级至五年级）的干预。 该研究将评估干预措施在干预后减少焦虑和提高阅读能力的效果，以及 6 个月随访（目标 1）。该项目显着增强了现有的阅读困难干预措施研究 通过检查与接受综合治疗的学生的增强结果相关的行动机制 干预（目标 2），并确定干预效果的潜在调节因素（目标 3）。总共有300个民族 将在两个地点招募不同的学生。多信息提供者（学生、家长、老师）、多方法（例如， 将使用调查、标准化测试、经验抽样）评估。该项目的相关性在于 确定纳入焦虑管理技能是否可以增强现有的干预结果 小学高年级的阅读困难者（同时/纵向）。上下文的检查和 缓解因素对于理解干预措施反应的复杂病因学进一步相关。 苦苦挣扎的读者。该项目代表了直接为实践社区提供信息的转化研究（例如， 临床医生、教师）通过识别新颖的教学实践，这些实践可以汇总起来以更有效地影响 学生成果。通过使用基于学校的阅读干预措施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以下学生来减少心理健康结果的差异 不同背景（例如种族、社会经济地位）的人不太可能获得此类服务。