Improving Response to Intervention in Students With or at Risk of Reading Disabilities
1 other identifier
interventional
580
1 country
2
Brief Summary
The purpose of the proposed studies is to examine a reading intervention for fourth grade students with reading difficulties that integrate work in mindset (beliefs about whether abilities are innate or can be developed) with the academic component of reading. Specifically, the investigators will examine the extent to which integrating mindset intervention improves student response to reading intervention. The investigators will use previous research in intensive reading intervention for students with reading difficulties in the upper elementary grades to examine an intervention that addresses reading skill deficits, while also providing mindset training along with (Study 1) or embedded in (Study 2) the reading intervention. It is hypothesized that students in the reading intervention with mindset conditions will improve their reading outcomes more than students in the reading intervention only and business as usual groups.
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P75+ for not_applicable
Started Aug 2017
Longer than P75 for not_applicable
2 active sites
Health score is calculated from publicly available data and should be used for screening purposes only.
Trial Relationships
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Study Timeline
Key milestones and dates
First Submitted
Initial submission to the registry
August 7, 2017
CompletedStudy Start
First participant enrolled
August 18, 2017
CompletedFirst Posted
Study publicly available on registry
August 25, 2017
CompletedPrimary Completion
Last participant's last visit for primary outcome
May 31, 2021
CompletedStudy Completion
Last participant's last visit for all outcomes
May 31, 2021
CompletedAugust 4, 2021
August 1, 2021
3.8 years
August 7, 2017
August 3, 2021
Conditions
Outcome Measures
Primary Outcomes (9)
Change in Cloze Reading Comprehension
Students are instructed to read a short passage and identify a missing key word that would make sense
baseline, within 3 weeks of intervention completion
Change in Passage Reading Comprehension Study 1 only
The comprehension assessment consists of expository and narrative passages that increase in length, followed by multiple choice questions.
baseline, within 3 weeks of intervention completion
Change in Word Reading
Students reads a list of real words
baseline, within 3 weeks of intervention completion
Change in Decoding
Student reads a list of nonsense words
baseline, within 3 weeks of intervention completion
Change in Reading Fluency
Students read three passages aloud for 1 min. The total number of correct words is counted.
baseline, within 3 weeks of intervention completion
Change in Phonological Processing Blending Study 1 only
Blending requires the students to listen to a series of real words spoken in segments and earn a point for each word they blend correctly.
baseline, within 3 weeks of intervention completion
Change in Phonological Processing Deletion Study 1 only
Elision requires a student to listen to a segmented word and then pronounce the word without a segment.
baseline, within 3 weeks of intervention completion
Change in Word Reading Fluency
Students reads a list of real words. The number of words read in 45 seconds is counted
baseline, within 3 weeks of intervention completion
Change in Decoding Fluency
Student reads a list of nonsense words. The number of words read in 45 seconds is counted
baseline, within 3 weeks of intervention completion
Secondary Outcomes (2)
Mindset
baseline, within 3 weeks of intervention completion
Change in Math Problem Solving Study 1 only
baseline, within 3 weeks of intervention completion
Study Arms (4)
Reading Plus Mindset
EXPERIMENTALMulticomponent reading intervention providing explicit and systematic instruction in phonological awareness, phonics and word recognition, and reading fluency. Participants also complete mindset training and activities.
Reading Embedded with Mindset
EXPERIMENTALMulticomponent reading intervention (providing explicit and systematic instruction in phonological awareness, phonics and word recognition, and reading fluency) with mindset instruction specific to reading progress embedded in the intervention Participants also complete mindset training and activities.
Reading
ACTIVE COMPARATORMulticomponent reading intervention providing explicit and systematic instruction in phonological awareness, phonics and word recognition, and reading fluency.
Business as Usual
ACTIVE COMPARATORParticipation in the typical reading instruction and intervention provided within participating schools.
Interventions
Students are taught the processes involved in hearing, seeing, and feeling sounds as well as differences between sounds in words. New knowledge is built on previous knowledge in a step-by-step manner. Sounds build to letter-sound relationships to reading of words and syllables. Students learn the connection between reading of words (decoding) and writing/spelling words (encoding) building from simple words to multisyllabic words to text reading with fluency and understanding.
Blended learning program with online and teacher-directed activities related to how the brain functions, learns, and remembers, and how it changes in a physical way when we exercise it. Instruction in how students are in control of their brain and its development, and how to apply this to their schoolwork with practical strategies for tackling academic challenges.
Mindset training explicitly linked to the reading content through lesson openers, feedback prompts, and self-monitoring of mindset during reading work.
Reading interventions already provided to students with reading difficulties as per typical procedures at the participating school
Eligibility Criteria
You may qualify if:
- Fourth grader Identified with reading difficulty
You may not qualify if:
- Identified vision, hearing, or intellectual disability
Contact the study team to confirm eligibility.
Sponsors & Collaborators
- Vanderbilt Universitylead
- Southern Methodist Universitycollaborator
- Florida State Universitycollaborator
Study Sites (2)
Vanderbilt University
Nashville, Tennessee, 37203, United States
Southern Methodist University
Dallas, Texas, 75275, United States
MeSH Terms
Interventions
Intervention Hierarchy (Ancestors)
Study Design
- Study Type
- interventional
- Phase
- not applicable
- Allocation
- RANDOMIZED
- Masking
- NONE
- Purpose
- TREATMENT
- Intervention Model
- PARALLEL
- Sponsor Type
- OTHER
- Responsible Party
- PRINCIPAL INVESTIGATOR
- PI Title
- Professor
Study Record Dates
First Submitted
August 7, 2017
First Posted
August 25, 2017
Study Start
August 18, 2017
Primary Completion
May 31, 2021
Study Completion
May 31, 2021
Last Updated
August 4, 2021
Record last verified: 2021-08