Integrating Attention and Self-Regulation Into an Intensive Intervention for Middle School English Learners With Persistent Reading Difficulties
试验速览
- 阶段
- 不适用
- 入组人数
- 840
- 试验地点
- 4
- 主要终点
- Change in Reading Comprehension after two years of treatment (Gates MacGinitie Passage Comprehension)
研究概览
简要总结
This study investigates the efficacy of a reading comprehension intervention for English learners in Grades 6 and 7 with reading difficulties. Building on previous intervention studies conducted with students in Grades 4 through 8 over the past 10 years, the investigators utilize a longitudinal, double-cohort design utilizing a randomized control trial assigning students to supplemental reading intervention (RISE) or a no intervention "business as usual" (BAU) comparison 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., 6th and 7th grades or 7th and 8th grades). The primary outcome is reading comprehension.
The investigators hypothesize that participants receiving the RISE intervention will outperform those receiving BAU instruction across reading-related elements, including word reading, fluency, and comprehension at end of year two of treatment.
详细描述
Primary Hypothesis: Students receiving the RISE intervention will outperform those receiving Business as Usual (BAU) instruction across reading-related elements, including word reading, fluency, and comprehension at the end of year two of treatment.
Secondary Hypothesis: Students receiving the RISE intervention will outperform those receiving Business as Usual (BAU) instruction on measures of word reading and reading fluency following one year of treatment.
Research Design Overview
Participants in Cohort 1 will be recruited in fall of 2018 (6th and 7th grade) and Cohort 2 participants will be recruited in fall 2020 (6th and 7th grade). Participants who meet eligibility criteria will be randomly assigned to one of two conditions: (1) the RISE intervention (one 45 to 50-minute class, 5 days per week) or (2) a BAU comparison condition. Students identified as having disabilities and receiving special education who otherwise meet all criteria will be allowed to participate in the study and additional interventions will be documented. Treatment teachers are hired and trained by the investigators. Participants in the control condition typically participate in an elective during that class period (e.g., cooking, music), and sometimes in a preparation class for the state high stakes test. Teachers will be assigned to one school and responsible for providing instruction to students in groups ranging from 3 to 12 students.
Participants
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
盲法说明
Assessors are not aware of intervention assignment.
入排标准
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Participants are enrolled in 6th or 7th grade at a participating school.
- •Participants are currently identified as English Learners (designated by school as limited English proficient) or were previously identified as limited English proficient and were redesignated as English proficient within the last 3 years by their school.
- •A parent reported that Spanish was spoken at home at initial school entry.
- •The participant failed the state level reading comprehension test the previous school year
排除标准
- •The potential participant has a sensory disorder that precludes participation int he assessment and intervention protocols.
- •The potential participant participates in an alternative curriculum (i.e., life skills course) due to moderate to severe learning disorders.
- •The potential participant received a score of Beginner (Level 1) on the Texas English Language Proficiency Assessment System (TELPAS) listening and speaking subtest, indicating limited opportunity to learn English.
结局指标
主要结局
Change in Reading Comprehension after two years of treatment (Gates MacGinitie Passage Comprehension)
时间窗: Measured May of year 2 (end of year 2 of treatment)
The Gates MacGinitie Passage Comprehension subtest is a group-administered, untimed test of reading comprehension. It consists of 11 passages with 48 multiple choice questions that target the following areas: inference making, summarization, main idea, literal questions about text, and vocabulary. Internal consistency exceeds 0.90 for students of this age range.
次要结局
- Change in Reading Comprehension after one year of treatment (Gates MacGinitie Passage Comprehension)(Measured May of year 1 (end of year 1 of treatment))
- Change in word reading after one year of treatment (Kaufman Test of Education Achievement, Third Edition, Letter Word Recognition).(Measured May of year 1 (end of year 1 of treatment))
- Change in reading fluency after two years of treatment (Kaufman Test of Education Achievement, Third Edition, Word Recognition Fluency).(Measured May of year 2 (end of year 2 of treatment))
- Change in reading fluency after one year of treatment (Kaufman Test of Education Achievement, Third Edition, Word Recognition Fluency).(Measured May of year 1 (end of year 1 of treatment))
- Change in word reading after two years of treatment (Kaufman Test of Education Achievement, Third Edition, Letter Word Recognition).(Measured May of year 2 (end of year 2 of treatment))
研究者
Jack Fletcher
Hugh Roy and Lillie Cranz Cullen Distinguished Professor
University of Houston