Evidence-Based Interventions to Enhance Outcomes Among Struggling Readers

Summary

Despite decades of research on reading disabilities, little is known about improving reading in the middle grades (i.e., grades 3-6) and advancements have been hindered by the narrow focus on reading problems alone without acknowledgement of non-academic factors shown to affect learning (e.g., child self-regulation). This proposal employs a highly innovative approach aimed at improving intervention outcomes through the integration of evidence-based practices for addressing reading, as well as self-regulation/socioemotional skills, difficulties known to occur in a substantial percentage of struggling readers and to negatively influence academic performance. This project represents translational research that directly informs the practice community (schools, clinicians, teachers, parents), by identifying novel instructional practices that can be aggregated to more effectively influence student outcomes and reduce disparities in academic and socioemotional domains.

Conditions

• Reading Disability
• Anxiety

Interventions

OTHER

Reading

Small group reading instruction

BEHAVIORAL

Anxiety Management

small group anxiety management skills instruction

OTHER

Classroom Business as Usual

Classroom Business as Usual

OTHER

Attention Control (math practice)

Attention Control (math practice)

Sponsors & Collaborators

• University of Texas at Austin

  collaborator OTHER

• Boston University Charles River Campus

  lead OTHER

Principal Investigators

• Amie E Grills, PhD · Boston University

• Sharon Vaughn, PhD · University of Texas at Austin

Study Design

Allocation

RANDOMIZED

Purpose

TREATMENT

Masking

SINGLE

Model

PARALLEL

Eligibility

Min Age

8 Years

Max Age

14 Years

Sex

ALL

Healthy Volunteers

No

Timeline & Regulatory

Start

2017-08-01

Primary Completion

2022-05-31

Completion

2024-07-31

Countries

• United States

Study Locations