Dyslexia Clinical Trial
— TCLDOfficial title:
Integrating Attention and Self-Regulation Into an Intensive Intervention for Middle School English Learners With Persistent Reading Difficulties
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.
Status | Recruiting |
Enrollment | 840 |
Est. completion date | June 15, 2022 |
Est. primary completion date | June 15, 2022 |
Accepts healthy volunteers | No |
Gender | All |
Age group | N/A and older |
Eligibility | Inclusion Criteria: - 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 Exclusion Criteria: - 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. |
Country | Name | City | State |
---|---|---|---|
United States | University of Texas at Austin | Austin | Texas |
United States | University of Houston | Houston | Texas |
Lead Sponsor | Collaborator |
---|---|
University of Houston | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), The University of Texas Health Science Center, Houston, University of Texas at Austin |
United States,
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | Change in Reading Comprehension after two years of treatment (Gates MacGinitie Passage Comprehension) | 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. | Measured May of year 2 (end of year 2 of treatment) | |
Secondary | Change in word reading after two years of treatment (Kaufman Test of Education Achievement, Third Edition, Letter Word Recognition). | Kaufman Test of Educational Achievement, Third Edition, Letter & Word Recognition (KTEA-3) is an individually-administered assessment of the examinee's ability to read words and letters accurately. Split-half reliabilities for ages 13-15 are 0.96-0.97. | Measured May of year 2 (end of year 2 of treatment) | |
Secondary | Change in word reading after one year of treatment (Kaufman Test of Education Achievement, Third Edition, Letter Word Recognition). | Kaufman Test of Educational Achievement, Third Edition, Letter & Word Recognition (KTEA-3) is an individually-administered assessment of the examinee's ability to read words and letters accurately. Split-half reliabilities for ages 13-15 are 0.96-0.97. | Measured May of year 1 (end of year 1 of treatment) | |
Secondary | Change in reading fluency after two years of treatment (Kaufman Test of Education Achievement, Third Edition, Word Recognition Fluency). | The KTEA-3 Word Recognition Fluency subtest is an individually-administered test of word reading fluency | Measured May of year 2 (end of year 2 of treatment) | |
Secondary | Change in reading fluency after one year of treatment (Kaufman Test of Education Achievement, Third Edition, Word Recognition Fluency). | The KTEA-3 Word Recognition Fluency subtest is an individually-administered test of word reading fluency | Measured May of year 1 (end of year 1 of treatment) | |
Secondary | Change in Reading Comprehension after one year of treatment (Gates MacGinitie Passage Comprehension) | Measured May of year 1 (end of year 1 of treatment) |
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