Remediation of Older Students with Learning Disabilities

有学习障碍的高年级学生的补救

• 批准号: 8208584
• 负责人: Sharon Vaughn
• 金额: $ 28.02万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-12-01 至 2011-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8208584
• 关键词: Address; Awareness; Chard; Classification; Comprehension; Early treatment; Educational Intervention; Educational process of instructing; Effectiveness; Elements; Goals; Guidelines; Image; Instruction; Intervention; Investigation; Knowledge; Language; Learning Disabilities; Longitudinal Studies; Measures; Motivation; Outcome; Pattern; Procedures; Protocols documentation; Randomized; Reading; Reading Disabilities; Relative (related person); Research; Risk; Site; Snow; Students; Subgroup; Texas; Text; Time; Variant; Vocabulary; Writing; austin; base; cohort; design; disability; effective intervention; follow-up; group intervention; prevent; programs; remediation; response; skills; success; therapy design

Project 3: Remediation of Older Students with Reading Difficulties: Response to Intervention Through Classroom Instruction and Intervention. Project 3 (Remediation) seeks to address the gap in knowledge of effective interventions and, specifically, response to interventions (RTI), for older students with reading disabilities. While much is known regarding instruction and intervention with young students at risk for reading difficulties, considerably less is known about the factors associated with effective intervention for older students. We propose to address critical questions about identifying the levels of response expected for secondary students with reading difficulties at Tier II (reading difficulties) and Tier III (persistent reading difficulties/disabilities) of instruction. The goals of the proposed project are to a) determine the effectiveness of systematic, explicit reading practices with older students with reading problems (Grades 6-7), b) examine the response of older students with reading difficulties to more intensive interventions over time, c) vary intensive interventions systematically to determine response to standardized vs. individualized, small-group interventions, d) identify and describe the response to intervention patterns of various subgroups of students, and e) study the contextual conditions that impact students' reading and writing outcomes over time. We propose two specific aims in a 2-year longitudinal study (with one year follow-up) of two 6th grade cohorts (480 students total; 320 treatment, 160 control) across two sites (Houston, Austin) participating in Tier II interventions or typical instruction. Specific Aim 1 determines the efficacy of reading interventions by comparing outcomes in older students (Grades 6-7) with reading difficulties randomly assigned to typical reading instruction or a replacement intervention, Language!. Specific Aim 2 determines the efficacy of response to intervention as a means for identifying students with significant reading disabilities, and procedures for evaluating intervention success, informing treatment decisions, and predicting response to treatment initially and longitudinally. Students whose RTI is less than expected will participate in Tier III interventions investigating the relative effectiveness of individualized small group intervention contrasted with standardized small group intervention. The students in Project 3 (Remediation) will be assessed and studied in Project 1 (Classification) and imaged in Project 4 (MSI). Project 3 (Remediation) is designed to parallel Project 2 (Early Intervention), sharing common measures and a focus on RTI and the comparison of individualized vs. standardized intervention protocols. The proposed research will enhance our understanding of the practices related to classification, definition, and treatment of reading disabilities in older students.

项目3：对有阅读困难的老年学生的补救：对干预的反应 通过课堂教学和干预。项目3（补救）旨在解决 了解有效的干预措施，特别是对干预措施（RTI）的了解， 阅读障碍。虽然对有风险的年轻学生的指导和干预知之甚少 对于阅读困难，对与有效干预相关的因素的了解要少得多。 年龄较大的学生。我们建议解决有关确定预期响应水平的关键问题 对于第二层阅读困难的二级学生（阅读困难）和第三层（持续阅读 指导的困难/残疾。拟议项目的目标是a）确定有效性 与有阅读问题的年长学生有关的系统，明确的阅读实践（6 - 7年级），b）检查 随着时间的流逝，年龄较大的学生对更密集干预的阅读困难的反应，c）不同 系统地干预措施，以确定对标准化与个性化的小组的反应 干预措施，d）识别并描述对学生各个亚组的干预模式的反应， e）研究影响学生随着时间的推移的阅读和写作结果的上下文条件。我们 提出了两个六年级队列的两年纵向研究（一年随访）的两个具体目标 （480名学生总计； 320个治疗，160个对照），参与II级的两个地点（休斯敦，奥斯汀） 干预措施或典型指令。特定目的1确定阅读干预措施的功效 比较年龄较大的学生（6-7年级）的结果与随机分配给典型的阅读困难 阅读指令或替代干预，语言！特定目标2决定了 对干预的反应是确定重要阅读障碍学生的一种手段， 评估干预成功，为治疗决策提供信息的程序以及预测对 最初和纵向的治疗。 RTI少于预期的学生将参加三级 研究个性化小组干预的相对有效性的干预措施与 标准化小组干预。项目3中的学生（修复）将进行评估和研究 在项目1（分类）中，并在项目4（MSI）中成像。项目3（补救）设计为平行 项目2（早期干预），共享共同的措施以及对RTI的关注和比较 个性化与标准化干预方案。拟议的研究将增强我们的 了解与分类，定义和治疗阅读障碍有关的实践 年龄较大的学生。