316 Participants Needed

Inference Intervention for Dyslexia

AM
MS
Overseen ByMichael Stoll, Ph.D.
Age: < 18
Sex: Any
Trial Phase: Academic
Sponsor: William Jewell College

Trial Summary

Will I have to stop taking my current medications?

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

What data supports the effectiveness of the treatment Inference Intervention for Dyslexia?

Research shows that interventions focusing on reading strategies, like associating words with images, can significantly improve reading accuracy in dyslexic patients, as seen in a study where a patient maintained high reading accuracy even months after training. Additionally, retrieval practice, which involves recalling information to enhance memory, has shown benefits in improving language outcomes in people with memory and language impairments, suggesting potential benefits for dyslexia treatment.12345

How does the Inference Intervention treatment for dyslexia differ from other treatments?

The Inference Intervention treatment for dyslexia is unique because it focuses on enhancing reading comprehension by improving the ability to make inferences and retrieve knowledge, rather than just focusing on word-level reading skills. This approach is different from traditional methods that primarily target phonological awareness and decoding skills.12567

What is the purpose of this trial?

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.

Research Team

AE

Amy E Barth, Ph.D

Principal Investigator

William Jewell College

Eligibility Criteria

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

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)

Treatment Details

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.
Participant Groups
3Treatment groups
Experimental Treatment
Placebo Group
Group I: Variable TestExperimental Treatment2 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 TestExperimental Treatment2 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: PlaceboPlacebo Group2 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.

Find a Clinic Near You

Who Is Running the Clinical Trial?

William Jewell College

Lead Sponsor

Trials
1
Recruited
320+

Findings from Research

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.
Diagnosis and rehabilitation attempt of a patient with acquired deep dyslexia.Ska, B., Garneau-Beaumont, D., Chesneau, S., et al.[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.
The education of dyslexic children from childhood to young adulthood.Shaywitz, SE., Morris, R., Shaywitz, BA.[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.
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]

References

Diagnosis and rehabilitation attempt of a patient with acquired deep dyslexia. [2019]
The education of dyslexic children from childhood to young adulthood. [2020]
Efficacy of dynamic visuo-attentional interventions for reading in dyslexic and neurotypical children: A systematic review. [2019]
Retrieval Practice in Memory- and Language-Impaired Populations: A Systematic Review. [2020]
[Unsolved problems in research on difficulties of lexical access: a programme for the future]. [2009]
Tiers of intervention in responsiveness to intervention: prevention outcomes and learning disabilities identification patterns. [2019]
Dyslexia: advances in clinical and imaging studies. [2011]
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