Integrating Attention and Self-Regulation Into an Intensive Intervention for Middle School English Learners with Persistent Reading Difficulties

将注意力和自我调节融入对持续阅读困难的中学英语学习者的强化干预中

• 批准号: 9406667
• 负责人: JACK M FLETCHER
• 金额: $ 21.27万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/9406667
• 关键词: Address; Adolescent; Affect; Attention; Benchmarking; Businesses; Characteristics; Child; Community Practice; Community of Practice; Complex; Comprehension; Data; Development; Early Intervention; Effectiveness; Effectiveness of Interventions; Elements; English Language; English Learner; Epigenetic Process; Failure; Follow-Up Studies; Foundational Skills; Grouping; Growth; High School Student; Informal Social Control; Instruction; Intervention; Intervention Studies; Knowledge; Language; Learning; Learning Disabilities; Mathematics; Mediating; Modeling; Outcome; Pattern; Performance; Randomized Controlled Trials; Reader; Reading; Reading Disabilities; Recording of previous events; Research; Research Project Grants; Sampling; Schools; Severities; Students; Subgroup; Target Populations; Teaching Method; Texas; Time; Translational Research; Vocabulary; Writing; adverse outcome; base; behavioral outcome; cognitive ability; cognitive function; cognitive process; cohort; contextual factors; design; eighth grade; executive function; experimental study; follow-up; improved; improved outcome; inattention; junior high school; longitudinal design; neuroimaging; ninth grade; primary outcome; programs; reading comprehension; reading difficulties; response; seventh grade; skills; spelling; teacher; treatment effect

There is insufficient research-based data on remedial interventions for children and adolescents who do not receive early interventions or receive them and show persistent reading difficulties. This is especially true for students who are English learners (Els), where there is relatively little research addressing Els in middle schools at a point when their reading problems are significantly disabling and presage adverse academic and behavioral outcomes associated with reading disabilities. Consistent with the RFA, we focus on Els as a group that is historically underserved and at a time in their development when it is possible to deliver reading comprehension interventions sufficiently intense to ameliorate a host of adverse outcomes. From a scientific perspective, the focus on persistent reading difficulties in any sociodemographic subgroup is important given the small effects associated with remedial interventions, which is compounded by the lack of research on adolescent Els. Aim 1 determines the efficacy of reading comprehension interventions integrating attention and self-regulation practices for Els in Grades 7 and 8 with persistent reading difficulties. Building on previous intervention studies we have conducted with students in Grades 4 through 8 over the past 10 years111, we propose a longitudinal, double-cohort design utilizing a randomized control trial assigning students to supplemental reading intervention or a “business as usual” control condition (i.e., Cohort 1 – Years 1 and 2; 205 students in treatment and 205 in control condition; Cohort 2 – Years 3 and 4; 205 students in treatment and 205 in control condition; total 410 in each condition). Students in each cohort will be treated for 2 years (i.e., 7th and 8th grade) and then followed for one year (9th grade). Aim 2 determines the impact of co- occurring conditions such as attention problems and English language proficiency on a range of student outcomes including reading-related outcomes, math outcomes, and writing outcomes. Aim 3 examines 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., attention) and contextual factors (e.g., teachers' knowledge, school effectiveness ratings). Project 3 (Intervention) is closely tied by its longitudinal design to Projects 2-5, including the epigenetic focus of Project 5 (Epigenetics), and conceptually to Project 1 (Integration), with its focus on syntheses of intervention practices and reciprocal cross-project analyses. It is expected that this robust model of examining the efficacy of improving reading comprehension and outcomes primarily for reading and secondarily for writing for students in the middle grades will yield high impact on instructional practices for remediating reading difficulties generally, and specifically in Els.

对于不对不的儿童和青少年进行补救干预措施的基于研究的数据不足 接受早期干预措施或接受它们并显示持续的阅读困难。尤其如此 是英语学习者（ELS）的学生，在中间的研究相对较少的研究中 学校的阅读问题显着禁用和预期学术，并且 与阅读障碍有关的行为结果。与RFA一致，我们专注于ELS作为一个小组 这在历史上是服务不足的，并且在他们的发展中有可能提供阅读 理解干预措施足够强烈，可以改善许多不利结果。来自科学 透视，对任何社会人口统计学亚组的持续阅读困难的关注都很重要 与补救干预措施相关的小效果，这是由于缺乏对 青春期。 AIM 1确定阅读理解干预措施的效率，以整合注意力和 在7年级和8年级的EL的自我调节实践，持续阅读困难。建立在以前的基础上 在过去的10年中，我们与4至8年级的学生进行了干预研究，我们 提案使用随机控制试验，将学生分配给 补充阅读干预措施或“往常业务”控制条件（即1 - 1和2年的同类群体； 205名接受治疗的学生，205名在对照状态下；队列2 - 3年和4年； 205名接受治疗的学生 和205在控制条件下；在每种情况下总计410）。每个队列中的学生将接受2年的治疗 （即7年级和8年级），然后随后一年（9年级）。 AIM 2决定了共同的影响 发生的条件，例如注意力问题和英语能力熟练 结果，包括与阅读相关的结果，数学成果和写作结果。 AIM 3检查学生 与干预的反应相关的特征和上下文因素作为告知的手段 治疗决策，并确定最初可以预测对干预的反应的程度 从学生的特征（例如，注意）和上下文因素（例如，教师的特征）和情境因素纵向纵向 知识，学校有效性评级）。项目3（干预）与其纵向设计紧密相关 项目2-5，包括项目5（表观遗传学）的表观遗传重点，从概念上讲是项目1 （集成），重点是干预实践和相互跨项目分析的合成。这是 期望这种可靠的模型来检查提高阅读理解和结果的效率 阅读的主要和次要为中级学生写作的次要，将对 通常，通常在EL中，特别是在EL中纠正阅读困难的教学实践。