Inference Intervention for Dyslexia

Overseen By Michael Stoll, Ph.D.

Age: < 18

Sex: Any

Trial Phase: Academic

Sponsor: William Jewell College

Disqualifiers: Cognitive impairment, Behavioral disability

Compensation: Varies

Number of Visits: 6

316 Participants Needed

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial aims to help struggling readers in grades 4-6 improve their reading skills by testing different ways to boost knowledge retrieval and make inferences. Participants will learn facts about Egypt and be tested on their ability to remember and use this information while reading passages. The trial compares methods of testing: one with repeated questions and another with varied questions, to determine which is most effective. Children who have difficulty with silent reading but do not have major cognitive or behavioral issues might be a good fit for this study. As an unphased trial, this study offers a unique opportunity for children to enhance their reading skills through innovative methods.

Will I have to stop taking my current medications?

The trial information does not specify whether participants need to stop taking their current medications.

Is there any evidence suggesting that this trial's treatments are likely to be safe?

Research shows that the Inference Intervention for dyslexia aims to improve reading comprehension by teaching students to make better inferences, which are educated guesses based on available information. This non-invasive method focuses on helping students learn to access and use their knowledge more effectively while reading.

Studies have found that enhancing students' ability to retrieve knowledge can help them, especially those who find reading difficult, make more accurate inferences. This skill is crucial for understanding text. It is important to note that this is an educational program, not a medical treatment, so safety concerns focus on ensuring the methods are effective and supportive for students.

The available research does not report any negative effects from this type of educational program. Instead, it suggests significant improvements in reading skills, which can greatly benefit students who struggle with reading. Therefore, while specific safety data is limited, the educational nature of the program suggests it is generally well-received. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about this trial because it explores innovative methods to improve reading comprehension in students with dyslexia by enhancing their ability to retrieve and use knowledge to make inferences. Unlike traditional dyslexia interventions that mainly focus on phonetics and decoding skills, this trial investigates how repeated testing with the same questions or varied questions can strengthen knowledge retention and inferencing skills. By teaching students facts about Egypt and testing them on this knowledge in different ways, the trial aims to reveal how testing strategies can support long-term retention and comprehension. This could lead to new educational strategies that better support students with dyslexia in understanding and processing information.

What evidence suggests that this trial's treatments could be effective for dyslexia?

This trial will compare different methods designed to improve inference skills and boost reading comprehension for students who struggle with reading. Research has shown that teaching methods focused on inference skills can significantly enhance reading comprehension. One study found that using a mix of strategies to teach inferences helped middle school students understand and remember what they read more effectively. Making inferences involves using existing knowledge to grasp new information, and recalling previously learned facts can aid in making inferences. This method helps students connect what they learn to new reading material, improving their understanding. Overall, these strategies appear promising in helping struggling readers enhance their reading skills. ^{6 7 8 9 10}

Who Is on the Research Team?

Amy E Barth, Ph.D

Principal Investigator

William Jewell College

Are You a Good Fit for This Trial?

This trial is for struggling readers in grades 4-6 who read below a certain level on the Test of Silent Reading Efficiency. It's not for kids with significant cognitive or behavioral disabilities.

Inclusion Criteria

You score below 93 on a reading test.

Exclusion Criteria

You have a serious behavior-related disability.

You have a serious problem with your memory or thinking.

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Intervention

Students are taught a knowledge base about Egypt and practice retrieval across testing sessions

4 weeks

4 testing sessions (in-person)

Post-Intervention Assessment

Students are assessed on their retention of the knowledge base and inferencing abilities immediately after the intervention

1 week

1 visit (in-person)

Follow-up

Participants are monitored for long-term retention of knowledge and inferencing abilities

1 month

1 visit (in-person)

What Are the Treatments Tested in This Trial?

Interventions

• Inference Intervention
• Role of Knowledge Retrieval

Trial Overview The study tests how improving knowledge retrieval affects making inferences while reading. It compares two educational methods using statistical models to see which one helps students understand texts better.

How Is the Trial Designed?

Group I: Variable Test Experimental Treatment 2 Interventions

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.

Group II: Repeated Test Experimental Treatment 2 Interventions

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.

Group III: Placebo Placebo Group 2 Interventions

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.

Who Is Running the Clinical Trial?

William Jewell College

Lead Sponsor

Trials

1

Recruited

320+

Published Research Related to This Trial

Response to Intervention (RTI) models are gaining popularity as effective alternatives for identifying students with learning disabilities by implementing academic interventions and measuring student responses.

The article reviews three studies that explore the necessary number of intervention tiers in RTI, highlighting different approaches such as the Standard Protocol and Problem Solving Model, which provide insights into optimizing intervention strategies.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Tiers of intervention in responsiveness to intervention: prevention outcomes and learning disabilities identification patterns. Marston, D.[2019]

Dyslexia is a common learning disability with a well-established cognitive model, particularly the phonological theory, which highlights genetic and neurobiological factors influencing its development.

Effective interventions for dyslexia have been identified, focusing on early reading skills and expanding to include reading fluency and comprehension, emphasizing the importance of accommodations for dyslexic students based on recent neurobiological evidence.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The education of dyslexic children from childhood to young adulthood. Shaywitz, SE., Morris, R., Shaywitz, BA.[2020]

Retrieval practice (RP) has shown promise in improving memory and language outcomes in patients with neurological conditions, such as multiple sclerosis and stroke, based on a systematic review of 16 studies.

The majority of studies indicated that RP is more effective than traditional re-exposure methods for enhancing memory retention and language skills, particularly in patients with acquired impairments, suggesting its potential as a valuable cognitive rehabilitation technique.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Retrieval Practice in Memory- and Language-Impaired Populations: A Systematic Review. de Lima, MFR., Cavendish, BA., de Deus, JS., et al.[2020]

Dynamic computerized visuo-attentional interventions have been shown to effectively improve reading skills in dyslexic children, with 18 studies involving 620 participants indicating benefits in reading fluency, accuracy, and comprehension.

Different types of interventions, such as visual perceptual training and action video games, were found to enhance reading abilities, suggesting that these methods may be as effective or even more effective than traditional phonological interventions.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Efficacy of dynamic visuo-attentional interventions for reading in dyslexic and neurotypical children: A systematic review. Peters, JL., De Losa, L., Bavin, EL., et al.[2019]

A rehabilitation program focusing on the lexical route of reading significantly improved the reading abilities of a patient with acquired deep dyslexia, with 90% accuracy in reading trained words immediately after the intervention.

The positive effects of the training were maintained over an 8-month follow-up, with 84% accuracy in reading the trained words, indicating the long-term efficacy of the intervention.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Diagnosis and rehabilitation attempt of a patient with acquired deep dyslexia. Ska, B., Garneau-Beaumont, D., Chesneau, S., et al.[2019]

Approximately 4% of school-age children in the USA and 2% in Spain experience lexical retrieval difficulties, which significantly impact their academic performance and daily reading tasks.

The chronic nature of dyslexia leads to social and emotional challenges, highlighting the need for effective assessment and intervention strategies based on recent research findings.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

[Unsolved problems in research on difficulties of lexical access: a programme for the future]. Miranda-Casas, A., Baixauli-Fortea, I., Soriano, M., et al.[2009]

The report identifies specific characteristics of dyslexia in Japanese children and highlights neurophysiological and neuroimaging abnormalities associated with the condition, providing a deeper understanding of its underlying mechanisms.

A proposed 2-step remedial education approach, focusing first on decoding to reduce reading errors and then on vocabulary learning to enhance reading fluency, is tailored for first-grade children and is supported by an e-learning platform.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Dyslexia: advances in clinical and imaging studies. Koeda, T., Seki, A., Uchiyama, H., et al.[2011]

Citations

1. withpower.com withpower.com/trial/phase-dyslexia-2023-4ef48

Inference Intervention for Dyslexia Research shows that interventions focusing on reading strategies, like associating words with images, can significantly improve reading accuracy in dyslexic ...

2. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC5547909/

Evaluating the Impact of a Multistrategy Inference Intervention ... We examined the effectiveness of a multistrategy inference intervention designed to increase inference making and reading comprehension for middle-grade ...

3. researchgate.net researchgate.net/publication/273162713_Inference_Instruction_for_Struggling_Readers_a_Synthesis_of_Intervention_Research

(PDF) Inference Instruction for Struggling Readers This synthesis assessed (a) the effectiveness of inference instruction in improving reading outcomes for struggling readers and (b) the features of ...

4. pubs.asha.org pubs.asha.org/doi/abs/10.1044/2016_LSHSS-16-0041

Evaluating the Impact of a Multistrategy Inference ... We examined the effectiveness of a multistrategy inference intervention designed to increase inference making and reading comprehension for middle-grade ...

5. sciencedirect.com sciencedirect.com/science/article/pii/S1571064525001277

Integrating large language models and active inference to ... We present a novel computational model employing hierarchical active inference to simulate reading and eye movements.

6. researchgate.net researchgate.net/publication/43811472_Inference_Generation_and_Reading_Disability

(PDF) Inference Generation and Reading Disability PDF | This thesis investigated on-line inference generation in 7 to 10-year-old children. Using the Simple View of Reading (Gough & Tunmer, 1986) as a.

7. sciencedirect.com sciencedirect.com/science/article/pii/S002209651500065X

Children's inference generation: The role of vocabulary ... Inferences are crucial to successful discourse comprehension. We assessed the contributions of vocabulary and working memory to inference making in children ...

8. tandfonline.com tandfonline.com/doi/full/10.1080/0163853X.2023.2225980

Developmental differences in children's generation of ... We propose that by 10-years of age, children are able to activate knowledge-based inferences while listening to text.

9. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC4538781/

Early identification and interventions for dyslexia This paper reviews current proposals concerning the definition of dyslexia and contrasts it with reading comprehension impairment.

10. reporter.nih.gov reporter.nih.gov/search/l6wZWsf7S0igZsd8Yj635w/project-details/10435063

The Role of Knowledge Retrieval in Inference-making among ... These findings suggest that comprehension requires inferencing and that comprehension fails when readers do not possess relevant knowledge or can only slowly ...