The Role of Knowledge Retrieval in Inference-making

NCT05692973 | Recruiting DMC

• 1 other identifier: 2022-2026_aebarth
• Study Type: interventional
• Target: 316
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Reading Disability; Reading Problem

Keywords

Inference-making; Knowledge retrieval; Reading comprehension

Outcome Measures

Primary Outcomes (8)

• Gates-MacGinite Reading Test-4th Edition; Change is being assessed

  a standardized, group-administered, multiple-choice assessment of reading comprehension.

  pre-intervention

• Gates-MacGinite Reading Test-4th Edition; change is being assessed

  a standardized, group-administered, multiple-choice assessment of reading comprehension

  immediately after the intervention

• Test of Language Competence-Expanded; Change is being assessed

  Inference Task asks students to read three sentences and form an inference

  pre-intervention

• 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

• 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

• 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

• 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

• 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 Outcomes (22)

• Knowledge Retrieval; change is being assessed

  pre-intervention

• Knowledge Retrieval; change is being assessed

  Immediately after the intervention

• Knowledge Retrieval; change is being assessed

  one-week after the intervention

• Knowledge Retrieval; change is being assessed

  one-month after the intervention

• Test of Word Reading Efficiency-2; change is being assessed

  pre-intervention

Other Outcomes (1)

• Test of Silent Reading Efficiency and Comprehension

  baseline screening of participants; pre-intervention

Study Arms (3)

Variable Test

EXPERIMENTAL

Students will be taught a knowledge base comprised of 18 facts about Egypt. After learning the knowledge base to criterion, students will practice retrieving the knowledge base across four testing sessions spaced 24 hours apart. Students will receive different questions across testing sessions. Next, students will read 6 passages about Egypt and then answer literal and inferential questions about the passages. Immediately after reading the passages, students will get re-tested on their retention of the knowledge base and use of the knowledge base to form inferences. They will also get retested one week and one month later to examine students' long-term retention of the knowledge base and use to make inferences.

Behavioral: Role of Knowledge Retrieval; Behavioral: Inference Intervention

Repeated Test

EXPERIMENTAL

Students will be taught a knowledge base comprised of 18 facts about Egypt. After learning the knowledge base to criterion, students will practice retrieving the knowledge base across four testing sessions spaced 24 hours apart. Students will receive the same questions repeated across testing sessions. Next, students will read 6 passages about Egypt and then answer literal and inferential questions about the passages. Immediately after reading the passages, students will get re-tested on their retention of the knowledge base and use of the knowledge base to form inferences. They will also get retested one week and one month later to examine students' long-term retention of the knowledge base and use to make inferences.

Behavioral: Role of Knowledge Retrieval; Behavioral: Inference Intervention

Placebo

PLACEBO COMPARATOR

Students will be taught a knowledge base comprised of 18 facts about Egypt. After learning the knowledge base to criterion, students will re-read the passages. They will not receive any questions. Next, students will read 6 passages about Egypt and then answer literal and inferential questions about the passages. Immediately after reading the passages, students will get re-tested on their retention of the knowledge base and use of the knowledge base to form inferences. They will also get retested one week and one month later to examine students' long-term retention of the knowledge base and use to make inferences.

Behavioral: Role of Knowledge Retrieval; Behavioral: Inference Intervention

Interventions

Role of Knowledge Retrieval BEHAVIORAL

Students will learn a new knowledge base to perfect mastery. Following the attainment of mastery students will read passages on the topic and answer questions that prompt the literal recall of key facts and the formation of inferences.

Placebo; Repeated Test; Variable Test

Inference Intervention BEHAVIORAL

The intervention will pre-teach students a set of 20 essential facts about Egypt. Students will interact with expository and narrative texts. Students will practice using a text clue strategy to activate and integrate prior knowledge, will make in-text connections, connections across the 3 intervention texts, and connections between text and knowledge, and will make inferences about character motives and author intent. The tutor will ask students to justify connections and evaluate how these connections enhance understanding. Students will answer inference questions that require using text and background knowledge. A simple graphic organizer will support and scaffold inferencing. Throughout the intervention, students will practice retrieving the 20 essential facts about Egypt from memory using flash cards, completed in pairs with students providing each other feedback.

Placebo; Repeated Test; Variable Test

Eligibility Criteria

• Age: 8 Years - 14 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• performance below a a standard score of 93 on the Test of Silent Reading Efficiency

You may not qualify if:

• clinical diagnosis of a significant cognitive impairment
• clinical diagnosis of a significant behavioral disability

Sponsors & Collaborators

• William Jewell College: lead

Study Sites (1)

Excelsior Springs School District

Excelsior Springs, Missouri, 64024, United States

RECRUITING

Related Publications (2)

• 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.

  PMID: 27776201 BACKGROUND

• 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.

  PMID: 33994756 BACKGROUND

MeSH Terms

Conditions

Dyslexia

Condition Hierarchy (Ancestors)

Language Disorders; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Specific Learning Disorder; Learning Disabilities; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Amy E Barth, Ph.D

  William Jewell College

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Andrea Meloan, BS

CONTACT

816-415-7831; meloana@william.jewell.edu

Michael Stoll, Ph.D.

CONTACT

816-415-7624; stollm@william.jewell.edu

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: In year 1 , Participants will be randomized to a variable test condition; repeated test condition; or a placebo condition to determine if the retrieval of knowledge through testing leads to improved inference making. In year 2, participants in the variable and repeated test conditions will receive a short intervention to determine if direct instruction in inferencing leads to improved inferencing and comprehension.

Study Record Dates

• First Submitted: November 2, 2022
• First Posted: January 20, 2023
• Study Start: May 31, 2023
• Primary Completion (Estimated): August 31, 2026
• Study Completion (Estimated): August 31, 2027
• Last Updated: June 23, 2023

Record last verified: 2023-06

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, SAP
• Time Frame: Data will become available at the close of the project.
• Access Criteria: Data will be available upon request. A data-sharing agreement will be required prior to release of data. The agreement will include a summary of the purpose of the data, methodology and procedures used to the collected the data, timing of the data use. The agreement will also state that privacy and confidentiality standards will be maintained and that manipulation of data for the purposes of identifying subjects is prohibited.

Locations

US (1)