VALIDITY OF RTI FOR IDENTIFYING READING DISABILITY BEYOND THE PRIMARY GRADES

RTI 用于识别小学以上年级阅读障碍的有效性

• 批准号: 8131033
• 负责人: DEBORAH L SPEECE
• 金额: $ 20.59万
• 依托单位: HUGO W. MOSER RES INST KENNEDY KRIEGER
• 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/8131033
• 关键词: Achievement; Address; Algorithms; Attention; Awareness; Behavioral; Characteristics; Child; Classification; Cognitive; Competence; Comprehension; Data; Databases; Development; Diagnosis; Diffusion Magnetic Resonance Imaging; Dimensions; Disabled Persons; Early identification; Economics; Education; Effectiveness of Interventions; Emotional; Evolution; Exhibits; Failure; Functional Magnetic Resonance Imaging; Growth; Instruction; Intervention; Investigation; Knowledge; Language; Learning; Learning Disabilities; Letters; Literature; Logistic Regressions; Measures; Methods; Minority; Modeling; Neurobiology; Oral; Phase; Prevalence; Prevention; Primary Prevention; Primary Schools; Probability; Procedures; Process; Public Health; Randomized; Reader; Reading; Reading Disabilities; Regression Analysis; Relative (related person); Research; Research Personnel; Risk; Screening procedure; Secondary Prevention; Secondary to; Societies; Staging; Statutes and Laws; Students; Testing; Text; Time; Vocabulary; Waiting Lists; Walkers; cohort; design; experience; falls; fourth grade; improved; interest; kindergarten; literacy; literate; longitudinal design; novel; phonology; response; second grade; skills; success; syntax; tertiary prevention; therapy design; third grade

This project has two purposes, (a) to examine the validity of a response-to-intervention (RTI) approach to identifying children with reading disabilities (RD) who are beyond the initial stages of reading acquisition and (b) to describe the cognitive and neurobiological characteristics of children who respond differentially to different intensities of intervention. The emotional and economic sequelae of reading failure in a highly literate society represent a public health concern. Reading research with at-risk and disabled readers has focused on the primary school grades with little attention to children who continue to struggle with reading or experience difficulties for the first time after second grade. These children are the focus of the proposed investigation.Three research questions are designed to extend understanding of post-primary RD: (a) what combination of measures and procedures provide an effective screen to identify upper elementary children for secondary reading prevention within an RTI framework?, (b) does the probability of reading failure defined by the screening battery decrease as a function of secondary prevention both immediately and longitudinally?, and (c) what are the cognitive and neurobiological characteristics of at-risk children who respond differentially to secondary and tertiary prevention? A novel aspect of the design is defining risk of reading failure continuously as a probability level rather than as a dichotomy. The research plan incorporates a multiple cohort, longitudinal design in which three successive cohorts of third and fourth grade children are selected (N = 750). In Year 1, measures tested for the identification battery include word and text-level reading measures, oral language, and attention. Measures of literacy growth also are used to determine if prediction precision is improved. Multiple regression and dominance analysis assess impact on reading measured continuously and to reduce the variable set. Logistic regression is used to develop the best fitting algorithm to predict reading failure and produce probabilities. This algorithm is applied in Years 2 and 3 to identify children with higher probabilities of failure (N=140). These children are randomly assigned to either a no treatment control or a 12 week intervention. At-risk children in the Year 3 cohort who do not respond to the intervention will be randomly assigned to tertiary prevention or a wait list control. These children participate in experiements designed to elaborate the neurobiological signature of post-primary RD.

该项目有两个目的，（a）检查对干预（RTI）方法的有效性（RTI）的有效性 识别阅读障碍儿童（RD），他们超出了阅读获取和 （b）描述对儿童的认知和神经生物学特征 干预的不同强度。高度阅读失败的情感和经济后遗症 识字社会代表了公共卫生的关注。与高危和残疾读者一起阅读研究 专注于小学成绩，很少关注继续在阅读或阅读或 二年级后第一次遇到困难。这些孩子是拟议的重点 调查。三个研究问题旨在扩展对主要RD的了解：（a）什么 措施和程序的结合提供了一个有效的屏幕来识别上层儿童 对于RTI框架内的二级阅读预防？（b）阅读失败的可能性是否存在 由筛选电池定义的降低是立即预防的函数，并且 纵向？和（c）高危儿童的认知和神经生物学特征是什么 对二级和第三级预防的反应差异？设计的新颖方面是定义的风险 连续阅读失败是概率水平，而不是二分法。研究计划包括 多个队列的纵向设计，其中三个连续三年级和四年级的儿童是 选择（n = 750）。在第一年，测试的识别电池测试的措施包括单词和文本级别 阅读措施，口语和注意力。扫盲增长的度量也用于确定是否是否 预测精度得到了提高。多元回归和优势分析评估对阅读的影响 连续测量并减少变量集。逻辑回归用于开发最佳配合 算法预测阅读失败并产生概率。该算法在第2年和第3年中应用 确定失败概率较高的儿童（n = 140）。这些孩子被随机分配给 没有治疗控制或12周的干预。在3年级的高危儿童，他们没有回应 干预措施将随机分配到第三级预防或等待列表控件。这些孩子 参与旨在详细阐述的经验，以详细说明后期RD的神经生物学特征。