Reading Disability Clinical Trial
Official title:
The Role of Knowledge Retrieval in Inference-making Among Struggling Readers
This project will (a) examine the relationship between knowledge retrieval and inferencing; (b) determine the effectiveness of an intervention that improves knowledge retrieval and inferencing among struggling readers; and (c) expand research opportunities for undergraduates. The research design uses 316 struggling readers in grades 4-6 of diverse backgrounds. The effects of knowledge retrieval (accuracy and speed) on inferencing will be modeled without dichotomizing the distribution. Linear mixed effect models will be fit to determine whether reader characteristics make unique contributions to inferencing across the posttest and follow-up data collection time points. First, several structural models will be considered as students may be nested in teachers, schools, and tutors. Unconditional models will estimate the intraclass correlation for each level of the study design. If significant interclass correlations emerge, multilevel models will be fit to evaluate the effectiveness of the intervention while controlling for covariates such as pre-test performance on inference-related measures and child-attributes such as English learner status. The primary analysis plan assumes an intent-to-treat model in which the efficacy of two intact conditions will be tested. Effect sizes will be estimated to report the magnitude of difference between the two conditions. Expected outcomes include (a) the identification of a method that effectively facilitates knowledge retrieval and the application of relevant knowledge to form inferences among elementary struggling readers from diverse backgrounds; (b) the validation of an intervention that teaches struggling readers how to activate, retrieve, and interweave relevant knowledge with information in the text and accurately form inferences while reading that can be broadly implemented in general education classrooms; and (c) expansion of undergraduate research opportunities, particularly among students from diverse backgrounds who have been historically underserved.
Status | Recruiting |
Enrollment | 316 |
Est. completion date | August 31, 2027 |
Est. primary completion date | August 31, 2026 |
Accepts healthy volunteers | No |
Gender | All |
Age group | 8 Years to 14 Years |
Eligibility | Inclusion Criteria: - performance below a a standard score of 93 on the Test of Silent Reading Efficiency Exclusion Criteria: - clinical diagnosis of a significant cognitive impairment - clinical diagnosis of a significant behavioral disability |
Country | Name | City | State |
---|---|---|---|
United States | Excelsior Springs School District | Excelsior Springs | Missouri |
Lead Sponsor | Collaborator |
---|---|
William Jewell College |
United States,
Barth AE, Daniel J, Roberts G, Vaughn S, Barnes MA, Ankrum E, Kincaid H. The Role of Knowledge Availability in Forming Inferences with Rural Middle Grade English Learners. Learn Individ Differ. 2021 May;88:102006. doi: 10.1016/j.lindif.2021.102006. Epub 2021 May 12. — View Citation
Barth AE, Elleman A. Evaluating the Impact of a Multistrategy Inference Intervention for Middle-Grade Struggling Readers. Lang Speech Hear Serv Sch. 2017 Jan 1;48(1):31-41. doi: 10.1044/2016_LSHSS-16-0041. — View Citation
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Other | Test of Silent Reading Efficiency and Comprehension | measure of silent reading fluency and understanding of text | baseline screening of participants; pre-intervention | |
Primary | Gates-MacGinite Reading Test-4th Edition; Change is being assessed | a standardized, group-administered, multiple-choice assessment of reading comprehension. | pre-intervention | |
Primary | Gates-MacGinite Reading Test-4th Edition; change is being assessed | a standardized, group-administered, multiple-choice assessment of reading comprehension | immediately after the intervention | |
Primary | Test of Language Competence-Expanded; Change is being assessed | Inference Task asks students to read three sentences and form an inference | pre-intervention | |
Primary | Test of Language Competence-Expanded; change is being assessed | Inference Task asks students to read three sentences and form an inference | immediately after the intervention | |
Primary | Bridge-IT; change is being assessed | asks students to read a five-sentence text, form an inference, and determine if the next sentence provided continues the story. | pre-intervention | |
Primary | Bridge-IT; change is being assessed | asks students to read a five-sentence text, form an inference, and determine if the next sentence provided continues the story. | immediately after the intervention | |
Primary | Clinical Evaluation of Language Fundamentals-5; change is being assessed | Metalinguistics, Making Inferences subtest, an individually administered assessment, measures students' ability to make gap-filling inferences on the basis of causal relationships or event chains depicted in short narratives that are presented both orally and in print form. | pre-intervention | |
Primary | Clinical Evaluation of Language Fundamentals-5; change is being assessed | Metalinguistics, Making Inferences subtest, an individually administered assessment, measures students' ability to make gap-filling inferences on the basis of causal relationships or event chains depicted in short narratives that are presented both orally and in print form. | immediately after the intervention | |
Secondary | Knowledge Retrieval; change is being assessed | It teaches new knowledge then measures the accuracy and efficiency by which the individual can retrieve that knowledge. After learning the knowledge base, students read passages and form inferences with the accuracy and efficiency of inferencing measured. | pre-intervention | |
Secondary | Knowledge Retrieval; change is being assessed | It teaches new knowledge then measures the accuracy and efficiency by which the individual can retrieve that knowledge. After learning the knowledge base, students read passages and form inferences with the accuracy and efficiency of inferencing measured. | Immediately after the intervention | |
Secondary | Knowledge Retrieval; change is being assessed | It teaches new knowledge then measures the accuracy and efficiency by which the individual can retrieve that knowledge. After learning the knowledge base, students read passages and form inferences with the accuracy and efficiency of inferencing measured. | one-week after the intervention | |
Secondary | Knowledge Retrieval; change is being assessed | It teaches new knowledge then measures the accuracy and efficiency by which the individual can retrieve that knowledge. After learning the knowledge base, students read passages and form inferences with the accuracy and efficiency of inferencing measured. | one-month after the intervention | |
Secondary | Test of Word Reading Efficiency-2; change is being assessed | Sight Word Efficiency, a 45-second assessment of students' word reading accuracy and speed and Phonemic Decoding Efficiency, a 45-second assessment of students' non-word reading accuracy and speed. | pre-intervention | |
Secondary | Test of Word Reading Efficiency-2; change is being assessed | Sight Word Efficiency, a 45-second assessment of students' word reading accuracy and speed and Phonemic Decoding Efficiency, a 45-second assessment of students' non-word reading accuracy and speed. | immediately after the intervention | |
Secondary | Metacognition survey; change is being assessed | asks students to report study strategies used when learning from text and includes questions about repeated studying and retrieval practice. | pre-intervention | |
Secondary | Metacognition survey; change is being assessed | asks students to report study strategies used when learning from text and includes questions about repeated studying and retrieval practice. | immediately after the intervention | |
Secondary | Contextualized Reading Strategy Survey; change is being assessed | 49-item self-report survey designed to assess a collection of learning and comprehension strategies that students might use when reading for school. | pre-intervention | |
Secondary | Contextualized Reading Strategy Survey; change is being assessed | 49-item self-report survey designed to assess a collection of learning and comprehension strategies that students might use when reading for school. | immediately after the intervention | |
Secondary | Working Memory Test Battery for Children | Word List Recall that asks the student to repeat a list of monosyllabic words, Non-word List Recall that asks the student to repeat a list of non-words and Listening Recall Test that requires that the student listen to a series of short sentences, judge their accuracy, and recall the final word of each sentence. | pre-intervention | |
Secondary | Kauffman Brief Intelligence Test-2 | Verbal Knowledge subtest, a norm-referenced, individually administered assessment of expressive word and world knowledge | pre-intervention | |
Secondary | Gates-MacGinitie Vocabulary Test; change is being assessed | group administered test of receptive vocabulary | pre-intervention | |
Secondary | Gates-MacGinitie Vocabulary Test; change is being assessed | group administered test of receptive vocabulary | immediately after the intervention | |
Secondary | Egyptian Content Knowledge; change is being assessed | a researcher developed assessment of one's knowledge of Egypt | pre-intervention | |
Secondary | Egyptian Content Knowledge; change is being assessed | a researcher developed assessment of one's knowledge of Egypt | immediately after the intervention | |
Secondary | Test of Silent Reading Efficiency and Comprehension; change is being assessed | measure of silent reading fluency and understanding of text | pre-intervention | |
Secondary | Test of Silent Reading Efficiency and Comprehension; change is being assessed | measure of silent reading fluency and understanding of text | immediately after the intervention | |
Secondary | Test of Silent Contextual Reading Fluency; change is being assessed | measures of silent reading fluency and understanding of text | pre-intervention | |
Secondary | Test of Silent Contextual Reading Fluency; change is being assessed | measures of silent reading fluency and understanding of text | immediately after the intervention | |
Secondary | CBM-Maze Task; change is being assessed | measure of silent reading fluency and understanding of text | pre-intervention | |
Secondary | CBM-Maze Task; change is being assessed | measure of silent reading fluency and understanding of text | immediately after the intervention |
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