RESPONSE TO EARLY READING INTERVENTION AND IDENTIFICATION OF LEARNING DISABLITIY

对早期阅读干预的反应和学习障碍的识别

• 批准号: 7699830
• 负责人: JACK M FLETCHER
• 金额: $ 26.52万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-12-01 至 2011-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7699830
• 关键词: Address; American; Area; Behavioral; Characteristics; Classification; Comprehension; Condition; Consultations; Diagnostic tests; Effectiveness; Effectiveness of Interventions; Feedback; Goals; Indium; Individual; Instruction; Intervention; Intervention Studies; Knowledge; Language; Learning; Learning Disabilities; Longitudinal Studies; Maintenance; Measures; Modeling; Monitor; Nature; Oral; Outcome; Problem Solving; Process; Protocols documentation; Randomized; Range; Rate; Reader; Reading; Research; Risk; Schools; Severities; Site; Special Education; Standards of Weights and Measures; Students; Subgroup; Variant; Vocabulary; Week; Writing; austin; base; cohort; compare effectiveness; experience; follow-up; programs; response; spelling; teacher

Project 2. Response to Early Reading Intervention and the Identification of Learning Disabilities The 2004 reauthorization of IDEA brings the use of student response to instruction (RTI) as an element in the identification of learning disabilities (IDs) into practice in American schools. In Project 2, we seek to address gaps in knowledge that must be filled as RTI models are implemented, particularly questions pertaining to (a) the precise nature of the instruction to which response should be measured and (b) the long-term implications of response to this instruction in terms of IDs in word-level reading, reading fluency, and comprehension. Our objective is to systematically study variables related to RTI and student outcomes in multi-tiered reading intervention provided in Grades 1-2. We propose 3 specific aims. Specific Aim 1 will determine differences in outcomes and long-range consequences of RTI within 2 competing intervention models for students in Grade 1: (a) a problem-solving model derived from behavioral consultation in which classroom teachers provide individualized prereferral interventions and (b) a standard protocol supplemental intervention provided outside the classroom and based on reading intervention research. Specific Aim 2 will determine the effectiveness of RTI in (a) individualized intervention (the standard in special education) and (b) standardized intervention with a comprehensive, sequential reading program, both provided to students with inadequate response to Grade 1 intervention. Specific Aim 3 will determine the impact of various student characteristics, teacher characteristics, and intervention implementation characteristics on student response to this intervention. To address these aims, we propose a longitudinal study (with 1-2 years of follow-up) of three Grade 1 cohorts (176 students per year, 528 total) across two sites (Houston, Austin). First graders at-risk for reading difficulty will be randomly assigned to receive 20 weeks of either problemsolving or standardized protocol intervention. Students whose RTI fails to meet multiple criteria will participate in 30 weeks of highly intensive Tier III intervention in Grade 2, comparing the effectiveness of (a) individualized and (b) standardized intensive intervention. The proposed research will enhance our understanding of the practices related to classification, definition, and treatment of reading and readingrelated IDs and enable the implementation of practical, valid RTI models in our schools. It will significantly inform both processes related to identification of IDs and instructional decisions for students with IDs identified within a RTI model.

项目2。对早期阅读干预的反应和学习障碍的识别 2004年重新授权的重新授权使学生对教学的反应（RTI）用作元素 在美国学校将学习障碍（ID）识别为实践。在项目2中，我们寻求 在实施RTI模型时，要解决必须填补的知识差距，尤其是问题 与（a）应测量响应的指令的确切性质有关，以及（b） 在单词级阅读，阅读流利度中，对该指令的响应的长期含义， 和理解。我们的目标是系统地研究与RTI和学生成绩有关的变量 在1 - 2年级提供的多层阅读干预措施中。我们提出了3个具体目标。具体目标1将 确定RTI在2个竞争干预中的结果和远程后果的差异 1年级学生的模型：（a）从行为咨询中得出的解决问题的模型 课堂老师提供个性化的先前干预措施，（b）标准协议补充 干预措施在课堂外提供，并基于阅读干预研究。具体目标2将 确定RTI在（a）个性化干预措施（特殊教育的标准）和 （b）通过全面的顺序阅读计划进行标准化干预，两者都提供给学生 对1级干预的反应不足。特定目标3将决定各种的影响 学生特征，教师特征和学生的干预实施特征 对此干预的反应。为了解决这些目标，我们提出了一项纵向研究（有1 - 2年 在两个地点（奥斯汀休斯顿）的三个1年级队列（每年176名学生，总计528名）的随访）。 一年级的高风险阅读困难将被随机分配以接受20周的解决方案 或标准化协议干预。 RTI无法符合多个标准的学生将 参加2年级的30周高度密集的三级干预，比较（a）的有效性 个性化和（b）标准化密集干预。拟议的研究将增强我们的 了解与阅读和阅读相关的分类，定义和处理有关的实践 ID并使我们的学校实施实用，有效的RTI模型。它将很大程度上 告知与具有IDS学生的ID和教学决策有关的两个过程 在RTI模型中确定。