Intensive Reading Remediation in Grade 2 or 3: Are There Effects A Decade Later?

二、三年级精读辅导：十年后有效果吗？

• 批准号: 7640227
• 负责人: BENITA A. BLACHMAN
• 金额: $ 22.93万
• 依托单位: SYRACUSE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-04-15 至 2011-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7640227
• 关键词: Address; Adolescence; Adult; Aftercare; Attention; Behavior; Child; Childhood; Comprehension; Computers; Data; Disabled Children; Disabled Persons; Economics; Education; Educational Curriculum; Emotional; Employment; English Language; Failure; Family; Family Relationship; Follow-Up Studies; Future; Habits; Health behavior; Home environment; Instruction; Language Arts; Measures; Nature; Outcome; Participant; Patient Self-Report; Process; Randomized; Reader; Reading; Recording of previous events; Records; Research Personnel; Schools; Self Efficacy; Socioeconomic Status; Special Education; Students; Testing; Unemployment; Vocabulary; base; design; evidence base; follow-up; health economics; health literacy; high school; information gathering; intervention effect; literacy; peer; phonology; public health relevance; remediation; resilience; response; spelling; third grade; treatment as usual

DESCRIPTION (provided by applicant): This is a 10-year follow-up of a well-controlled reading remediation study using a randomized design with second and third graders. Despite extensive evidence to support the benefits of evidence-based remediation for reading disabled (RD) students, studies rarely follow children for more than one to three years. There are no well-controlled reading remediation studies using randomized designs where researchers have investigated whether the effects of the intervention are evident a decade later when students are transitioning from adolescence to adulthood. This study has clear public heath significance. Specifically, despite substantial evidence that negative economic and emotional consequences often follow poor readers into adulthood, without long-term follow-up studies, we don't know if early remediation can mitigate these negative consequences. In the original study, Blachman et al. (2004) randomly assigned 69 second and third grade RD children to 8 months of explicit reading tutoring or to treatment as usual and followed the children for one year after the treatment ended. The treatment children significantly outperformed the control children on word recognition, reading rate, spelling, and passage reading, with respective effect sizes at the end of the treatment year of 1.69, .96, 1.13, and .78 and effect sizes one year later of .97, .81, .81, and .57. In the proposed 10-year follow-up, participants will be seen twice and complete measures of nonverbal reasoning, vocabulary, word reading, reading comprehension, math, health literacy, and self-report measures of adaptive functioning assessing self-efficacy, self-directedness, resilience, peer relationships, family support, and health behavior. We will gather information from participants regarding high school graduation, postsecondary education, current reading and computer habits, employment history, and future aspirations, as well as data from school records documenting years of remedial reading and special education, grade retentions, and standardized tests at 4th, 8th, and 11th grade. There are three specific aims. Aim 1 addresses whether differences between groups in reading and spelling found at posttest and at one-year follow-up are still evident a decade later and whether there are differences between groups on 4th, 8th, and 11th grade state tests, years of remedial reading or special education, grade retentions, and the academic nature of the high school curriculum. Aim 2 explores factors, above and beyond participation in the 8-month reading treatment, that predict outcomes at 10-year follow-up, including (a) family variables assessed in the original study (i.e., home literacy background, socioeconomic status) and (b) child variables assessed in the original study (i.e., IQ and vocabulary measured at pretest, and phonological processing, literacy, attention, and behavior measured at one-year follow-up). Aim 3 explores the relationship between reading outcomes at one-year follow-up and adaptive functioning 10 years later. PUBLIC HEALTH RELEVANCE: This study has clear public heath significance based on evidence that 1) reading difficulties identified in childhood are one of the best predictors of failure to complete high school and 2) a host of negative economic, health, and emotional consequences accompany these students as they transition from adolescence to young adulthood. Fifty-one percent of the lowest scoring readers on the 2003 National Assessment of Adult Literacy were unemployed. The proposed 10-year follow-up of students who participated in a well-controlled reading remediation study in Grades 2 and 3 will investigate whether early remediation can mitigate these negative consequences.

描述（由申请人提供）：这是使用二年级学生的随机设计进行了良好控制的阅读修复研究的10年随访。尽管大量证据支持循证补救对阅读障碍（RD）学生的好处，但研究很少跟随儿童超过一到三年。没有使用随机设计的良好控制的阅读修复研究，研究人员已经研究了十年后，当学生从青春期到成年时，干预的影响是否显而易见。这项研究具有明显的公共卫生意义。具体而言，尽管有充分的证据表明，负面的经济和情感后果经常跟随贫穷的读者成年，而没有长期的随访研究，但我们不知道早期补救是否可以减轻这些负面后果。在最初的研究中，Blachman等人。 （2004年）随机分配了69个二年级和三年级的儿童，以至8个月的明确阅读辅导或照常治疗，并在治疗结束后跟随儿童一年。治疗儿童在单词识别，阅读率，拼写和通过阅读方面的表现显着优于对照儿童，在治疗年末1.69，.96、1.13和.78的效果大小各个效果大小，并且一年后.97，.81，.81，.81，.81，.81和.57的效果大小。在拟议的10年随访中，将看到参与者两次，并完整地衡量了非语言推理，词汇，单词阅读，阅读理解，数学，健康素养以及自适应功能的自我报告测量，以评估自我效能，自我指导性，复苏，复苏，同伴关系，家庭支持，家庭支持和健康行为。我们将从参与者那里收集有关高中毕业，高等教育，当前的阅读和计算机习惯，就业历史和未来愿望的信息，以及在4年代，8年级和11年级的补习年度阅读和特殊教育，年级保留和标准化测试的学校记录的数据。有三个特定的目标。 AIM 1解决了十年后的阅读和拼写群体之间的差异以及在一年后的随访中是否存在明显的差异，以及在4年级，8年级和11年级的州考试，补习年度阅读或特殊教育年度，年级保留，年级保留年度以及高中课程的学术性质之间是否存在差异。 Aim 2 explores factors, above and beyond participation in the 8-month reading treatment, that predict outcomes at 10-year follow-up, including (a) family variables assessed in the original study (i.e., home literacy background, socioeconomic status) and (b) child variables assessed in the original study (i.e., IQ and vocabulary measured at pretest, and phonological processing, literacy, attention, and behavior measured at one-year follow-up). AIM 3探讨了10年后的一年随访中阅读结果与自适应功能之间的关系。公共卫生相关性：这项研究具有明显的公共卫生意义，这是基于证据，表明1）在童年时期确定的阅读困难是未完成高中的最佳预测指标，而2）在这些学生从青春期过渡到年轻的成年时，伴随着许多负面的经济，健康和情感后果。在2003年对成人扫盲评估评估的最低评分读者中，有51％的读者失业。拟议的为期10年的随访，参加了在2年级和3年级参加一项良好控制的阅读补救研究的学生，将调查早期补救是否可以减轻这些负面后果。