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Reading Problems in Children Living in Urban Areas

Primary Purpose

Dyslexia

Status
Completed
Phase
Phase 3
Locations
Study Type
Interventional
Intervention
Reading Instruction
Sponsored by
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
About
Eligibility
Locations
Outcomes
Full info

About this trial

This is an interventional prevention trial for Dyslexia focused on measuring Reading disabilities, Inner-city, Urban

Eligibility Criteria

5 Years - 8 Years (Child)All SexesAccepts Healthy Volunteers

Inclusion Criteria Student in participating school Kindergarten through Grade 4

Sites / Locations

    Outcomes

    Primary Outcome Measures

    Secondary Outcome Measures

    Full Information

    First Posted
    August 1, 2003
    Last Updated
    June 2, 2015
    Sponsor
    Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
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    1. Study Identification

    Unique Protocol Identification Number
    NCT00065832
    Brief Title
    Reading Problems in Children Living in Urban Areas
    Official Title
    Early Interventions for Children With Reading Problems
    Study Type
    Interventional

    2. Study Status

    Record Verification Date
    October 2004
    Overall Recruitment Status
    Completed
    Study Start Date
    July 1993 (undefined)
    Primary Completion Date
    undefined (undefined)
    Study Completion Date
    June 2002 (undefined)

    3. Sponsor/Collaborators

    Name of the Sponsor
    Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

    4. Oversight

    5. Study Description

    Brief Summary
    The first line of defense against reading disabilities is good classroom reading instruction. This study describes how characteristics of students, teachers, and instruction relate to academic achievement in inner-city kindergarten through Grade 4 classrooms.
    Detailed Description
    Recent studies show that the incidence of reading disability can be significantly reduced by improving classroom instruction. Effective reading instruction in the primary grades includes explicit instruction in the alphabetic principle, reading for meaning, and opportunities to practice reading and writing. To learn more about the development of literacy skills in urban settings, students in 17 schools in Houston and Washington, D.C., were followed from kindergarten through Grade 4. Schools were selected based on similar demographics: predominantly African-American student population (95%) and high participation in the federal lunch program (85% to 100%). Each school was provided with grade-appropriate reading programs that focused on phonics and spelling. These programs included direct, integrated, classroom, and individual instruction modules. Approximately 1400 children and 114 teachers participated each year in this four-year study. The design was cross-sequential so that the majority of teachers in a grade participated for two years. All children participating in regular education were included in the study. Children below the 25th percentile on a standardized reading test were tutored individually by retired teachers, using materials from the classroom reading program. A variety of reading curricula were in place in the classrooms across these two sites. In order to help teachers implement these materials effectively, an ongoing research-based professional development model was employed, with curriculum consultants and coaches working with the teachers in the classroom. Researchers observed in each classroom four to six times during the year using on-the-minute recordings of content. Observers also completed ratings of teaching competencies. Teachers completed surveys of knowledge, experience, attitudes, and instructional strategies. A random selection of eight to ten students were assessed four times during the year for growth in literacy-related skills and once at the end of the year for achievement in reading, spelling, and writing.

    6. Conditions and Keywords

    Primary Disease or Condition Being Studied in the Trial, or the Focus of the Study
    Dyslexia
    Keywords
    Reading disabilities, Inner-city, Urban

    7. Study Design

    Primary Purpose
    Prevention
    Study Phase
    Phase 3
    Interventional Study Model
    Parallel Assignment
    Masking
    None (Open Label)
    Allocation
    Non-Randomized
    Enrollment
    1400 (false)

    8. Arms, Groups, and Interventions

    Intervention Type
    Behavioral
    Intervention Name(s)
    Reading Instruction

    10. Eligibility

    Sex
    All
    Minimum Age & Unit of Time
    5 Years
    Maximum Age & Unit of Time
    8 Years
    Accepts Healthy Volunteers
    Accepts Healthy Volunteers
    Eligibility Criteria
    Inclusion Criteria Student in participating school Kindergarten through Grade 4
    Overall Study Officials:
    First Name & Middle Initial & Last Name & Degree
    Barbara R. Foorman
    Organizational Affiliation
    University of Texas
    Official's Role
    Principal Investigator

    12. IPD Sharing Statement

    Citations:
    PubMed Identifier
    12350038
    Citation
    Foorman BR, Anthony J, Seals L, Mouzaki A. Language development and emergent literacy in preschool. Semin Pediatr Neurol. 2002 Sep;9(3):173-84. doi: 10.1053/spen.2002.35497.
    Results Reference
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    Citation
    Fletcher, J.M., Foorman, B.R., Boudousquie, A., Barnes, M., Schatschneider, C., & Francis, D.J. (2002). Assessment of reading and learning disabilities: A research-based, treatment-oriented approach. Journal of School Psychology, 40, 27-63.
    Results Reference
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    PubMed Identifier
    11857904
    Citation
    Rayner K, Foorman BR, Perfetti CA, Pesetsky D, Seidenberg MS. How should reading be taught? Sci Am. 2002 Mar;286(3):84-91. doi: 10.1038/scientificamerican0302-84. No abstract available.
    Results Reference
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    Citation
    Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55.
    Results Reference
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    Citation
    Fletcher, J.M., Foorman, B.R., Francis, D.J., & Schatschneider, C. (Winter, 1997). Prevention of reading failure. Insight, 22-23.
    Results Reference
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    Citation
    Foorman, B. R. (Ed.) (2003). Preventing and Remediating Reading Difficulities: Bringing Science to Scale. Timonium, MD: York Press.
    Results Reference
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    PubMed Identifier
    14561564
    Citation
    Foorman BR, Breier JI, Fletcher JM. Interventions aimed at improving reading success: an evidence-based approach. Dev Neuropsychol. 2003;24(2-3):613-39. doi: 10.1080/87565641.2003.9651913.
    Results Reference
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    Citation
    Foorman, B.R., Chen, D.T., Carlson, C., Moats, L., Francis, D.J., & Fletcher, J. (2003). The necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing, 16, 289-324.
    Results Reference
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    Citation
    Foorman, B.R., Fletcher, J.M., & Francis, D.J. (2004). Early reading assessment. In W.M. Evers & H.J. Walberg (Eds.), Testing student learning, evaluating teaching effectiveness (pp. 81-125). Stanford, CA: The Hoover Institution.
    Results Reference
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    Citation
    Foorman, B.R., Fletcher, J.M., & Francis, D.J. (1999). Beginning reading is strategic and by design multi-level. Issues in Education: Contributions from Educational Psychology, 5, 65-75.
    Results Reference
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    Citation
    Foorman, B.R., Fletcher, J.M., & Francis, D.J. (1998). Preventing reading failure by ensuring effective reading instruction. In S. Patton & M. Holmes (Eds.), The keys to literacy. Washington, D.C.: Council for Basic Education.
    Results Reference
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    Citation
    Foorman, B.R., Francis, D.J., Beeler, T., Winikates, D., & Fletcher, J.M. (1997). Early interventions for children with reading problems: Study designs and preliminary findings. Learning Disabilities: A Multidisciplinary Journal, 8, 63-71.
    Results Reference
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    Citation
    Foorman, B.R., Francis, D.J., Davidson, K., Harm, M., & Griffin, J. (2004). Variability in text features in six grade 1 basal reading programs. Scientific Studies in Reading, 8(2), 167-197.
    Results Reference
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    Citation
    Foorman, B.R., Francis, D.J., Fletcher, J.M., & Schatschneider, C. (2000). Misrepresentation of research by other researchers. Educational Researcher, 29, 27-37.
    Results Reference
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    Citation
    Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55. [Reprinted in Wray, D. (Ed.) (2004). Major Themes in Education. London, UK: Routledge.]
    Results Reference
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    Citation
    Foorman, B.R., Francis, D.J., Fletcher, J.M., Winikates, D., & Mehta, P. (1997). Early interventions for children with reading problems. Scientific Studies of Reading, 1(3), 255-276. (Special issue on reading interventions)
    Results Reference
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    Citation
    Foorman, B.R., Francis, D.J, Shaywitz, S.E., Shaywitz, B.A., & Fletcher, J.M. (1997). The case for early reading interventions. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 243-264). Mahwah, NJ: Erlbaum.
    Results Reference
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    Citation
    Foorman, B.R., & Moats, L.C. (2004). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education, 25(1), 51-60.
    Results Reference
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    Citation
    Foorman, B.R., & Schatschneider, C. (2003). Measurement of teaching practices during reading/language arts instruction and its relationship to student achievement. In S. Vaughn and K.L. Briggs (Eds.), Reading in the classroom: Systems for observation of teaching and learning (pp. 1-30). Baltimore, MD: Brookes Publishing Co.
    Results Reference
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    Citation
    Foorman, B.R., Schatschneider, C., Fletcher, J.M., Francis, D.J., & Moats, L.C. (2004). The impact of instructional practices in grades 1 and 2 on reading and spelling achievement in high poverty schools. Manuscript under review.
    Results Reference
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    Citation
    Foorman, B., Seals, L., Anthony, J., & Pollard-Durodola, S. (2003). Vocabulary enrichment program for third and fourth grade African American students: Description, implementation, and impact. In B.Foorman (Ed.) Preventing and Remediating Reading Difficulities: Bringing Science to Scale. (pp. 419-441). Timonium, MD: York Press.
    Results Reference
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    Citation
    Foorman, B.R., & Torgesen, J.K. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research and Practice, 16(4), 202-211.
    Results Reference
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    Citation
    Francis, D.J., Chen, D.T., Foorman, B.R., Wristers, K., Schatschcneider, C., Carlson, C., & Fletcher, J.M. (2004). Sequencing Approaches to Reading Instruction in Grades 1 and 2: An Application of Segmented Growth Models to Longitudinal Crossover Trials. Manuscript submitted.
    Results Reference
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    Citation
    Mehta, P., Foorman, B.R., Branum-Martin, L., & Taylor, W. P. (in press). Literacy as a unidimensional multilevel construct: Validation, sources of influence, and implications in a longitudinal study in grades 1-4. Scientific Studies of Reading.
    Results Reference
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    Citation
    Moats, L.C., & Foorman, B.R. (2003) Measuring teachers' content knowledge of language and reading. Annals of Dyslexia, 53, 23-45.
    Results Reference
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    Citation
    Moats, L.C., & Foorman, B.R. (2004). How quality of writing instruction impacts fourth graders' writing outcomes. Manuscript in preparation.
    Results Reference
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    Citation
    Pollard-Durodola, S., Seals, L.M., & Foorman, B.R. (in press). Vocabulary enrichment project. Baltimore, MD: Brookes Publishing Co.
    Results Reference
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    PubMed Identifier
    26151366
    Citation
    Rayner K, Foorman BR, Perfetti CA, Pesetsky D, Seidenberg MS. How Psychological Science Informs the Teaching of Reading. Psychol Sci Public Interest. 2001 Nov;2(2):31-74. doi: 10.1111/1529-1006.00004. Epub 2001 Nov 1.
    Results Reference
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    Citation
    Schatschneider, C., Fletcher, J., Francis, D., Carlson, C., & Foorman, B. (2004). Kindergarten prediction of reading skills: A longitudinal comparative study. Journal of Educational Psychology, 96(2), 265-282.
    Results Reference
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    Citation
    Schatschneider, C., Francis, D.J., Foorman, B.R., & Fletcher, J.M. (1999). The dimensionality of phonological awareness: An application of item response theory. Journal of Educational Psychology, 91, 439-449.
    Results Reference
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    Citation
    Fletcher, J.M., Foorman, B.R., & Shaywitz, S.E., Shaywitz, B.A. (1999). Conceptual and methodological issues in dyslexia research: A lesson for developmental disorders (pp. 271-306). In H. Tager-Flusberg (Ed.), Neurodevelopmental disorders. Cambridge, MA: MIT Press.
    Results Reference
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    Citation
    Fletcher, J., Francis, D., Shaywitz, B., Foorman, B., & Shaywitz, S. (1998). Intelligence testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research and Practice, 13, 186-203.
    Results Reference
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    Citation
    Foorman, B.R. (1995). Research on The Great Debate: Code-oriented versus whole-language approaches to reading instruction. School Psychology Review, 24, 376-392. (Invited article for special issue on research on reading instruction.)
    Results Reference
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    Citation
    Foorman, B.R., Francis, D., Fletcher, J., & Lynn, A. (1996). Relation of phonological and orthographic processing to early reading: Comparing two approaches to regression-based, reading-level-match designs. Journal of Educational Psychology, 88, 639-652.
    Results Reference
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    Citation
    Foorman, B.R., & Schatschneider, C. (1997). Beyond alphabetic reading: Comments on Torgesen's prevention and intervention studies. Journal of Academic Language Therapy, 1(1), 59-65.
    Results Reference
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    PubMed Identifier
    15493321
    Citation
    Schatschneider C, Carlson CD, Francis DJ, Foorman BR, Fletcher JM. Relationship of rapid automatized naming and phonological awareness in early reading development: implications for the double-deficit hypothesis. J Learn Disabil. 2002 May-Jun;35(3):245-56. doi: 10.1177/002221940203500306.
    Results Reference
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    Reading Problems in Children Living in Urban Areas

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