Coordinated Intervention for Learning Disabilities
What You Need to Know Before You Apply
What is the purpose of this trial?
The trial aims to assess whether a new teaching method, called Coordinated Intervention, can assist first graders struggling with reading and math. The trial will compare different teaching strategies: a combined reading and math approach, separate reading or math assistance, and the usual school program. It seeks to determine if these interventions can improve reading and arithmetic skills more effectively than standard lessons. First graders who score low on reading and math tests and attend certain schools in Nashville may be suitable candidates for this study. As an unphased study, this trial offers students a unique opportunity to benefit from innovative teaching methods that could enhance their learning experience.
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 has shown that programs for students with learning disabilities are generally safe and well-tolerated. Studies on math and reading programs have not reported any major problems.
For the math program, research indicates that these methods effectively address learning challenges without causing harm. A review of different math programs found that students usually responded well, with no negative effects reported.
Regarding the reading program, past research also confirms its safety. An evaluation of a specific reading program found that only a small number of students (3.5%) stopped participating, and this was due to reasons unrelated to the program's safety.
While specific safety data for the combined reading and math program is not available, similar educational programs have been used widely without safety issues. These programs rely on structured, evidence-based methods designed to be supportive and non-invasive.
In summary, these programs aim to help students improve their skills without risking their health or well-being.12345Why are researchers excited about this trial?
Researchers are excited about the Coordinated Intervention for Learning Disabilities because it combines targeted math and reading strategies into one comprehensive program. Unlike typical methods, which often address either math or reading difficulties separately, this intervention tackles both areas simultaneously, potentially offering a more holistic approach to learning disabilities. By integrating explicit instruction on number knowledge, counting strategies, arithmetic, letter-sound associations, decoding, and contextualized reading, it aims to enhance overall academic performance more effectively than standard classroom instruction. The potential to provide a more rounded educational support makes this innovative approach particularly promising.
What evidence suggests that this trial's treatments could be effective for learning disabilities?
This trial will compare different interventions for students with learning disabilities. Research has shown that working on both reading and math simultaneously, as in the Coordinated Reading and Math Intervention arm of this trial, can help students improve their skills. Studies have found that programs focusing on both subjects together can boost thinking and math abilities. Specifically for the Math Intervention arm, evidence indicates that focused teaching can greatly improve arithmetic skills, especially for students who find math challenging. For the Reading Intervention arm, research has shown that structured and repeated reading exercises can lead to an average improvement in reading words. These findings suggest that targeted educational programs can lead to noticeable improvements in both math and reading for students with learning challenges.16789
Who Is on the Research Team?
Douglas Fuchs, Ph.D.
Principal Investigator
Vanderbilt University
Are You a Good Fit for This Trial?
This trial is for first-grade students in Metropolitan-Nashville Public Schools who struggle with reading and math, scoring below the 25th percentile on specific tests but above the 7th percentile on cognitive measures. They must have adequate English skills and a school schedule that allows participation.Inclusion Criteria
Exclusion Criteria
Timeline for a Trial Participant
Screening
Participants are screened for eligibility to participate in the trial
Pretest Assessment
Students complete the pretest battery before intervention begins
Treatment
Researcher-delivered interventions in reading, math, or coordinated reading and math for 15 weeks
Posttest Assessment
Students complete the posttest assessment battery after intervention ends
Follow-up
Participants are monitored for academic performance outcomes
What Are the Treatments Tested in This Trial?
Interventions
- Coordinated Intervention
- Math Intervention
- Reading Intervention
Trial Overview
The study compares coordinated intervention across reading and math against standard school programs. It involves three researcher-led sessions per week over 15 weeks, assessing improvements in word-reading fluency and arithmetic fluency post-intervention.
How Is the Trial Designed?
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Treatment groups
Experimental Treatment
Active Control
Coordinated intervention provides 15 weeks (3 30-minute sessions per week) of explicit instruction addressing similar skills as those addressed in the reading intervention arm \& similar skills as the math intervention arm.
Math intervention provides 15 weeks (3 30-minute sessions per week) of explicit instruction on number knowledge, counting strategies, and arithmetic skill.
Participation in the school's typical reading and math classroom instruction and, if designated by the school, its supplemental program.
Reading intervention provides 15 weeks (3 30-minute sessions per week) of explicit instruction designed to build skill on letter-sound associations, decoding, sight words, \& contextualized reading.
Find a Clinic Near You
Who Is Running the Clinical Trial?
Vanderbilt University
Lead Sponsor
Published Research Related to This Trial
Citations
Coordinated Intervention for Learning Disabilities
Trial Overview The study compares coordinated intervention across reading and math against standard school programs. It involves three researcher-led sessions ...
Specificity, Co-Occurrence, and Growth: Math and Reading ...
Our study is interested in looking at how co-occurring disability manifests over time in the reading and math skills themselves, with attention ...
Effectiveness of cognitive and mathematical programs on ...
Studies with cognitive, mathematical, or motivational training positively influenced children's cognitive and mathematical abilities.
A tailored small group instruction intervention in ...
We implement and test three variants of a small group instruction intervention aimed at improving mathematics competencies for the 20% lowest achievers.
Dyscalculia and dyslexia in school-aged children
The comorbidity of dyscalculia and dyslexia represents a significant challenge in education, affecting a considerable number of school-aged children globally.
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tea.texas.gov
tea.texas.gov/academics/special-student-populations/special-education/programs-and-services/multi-tiered-system-of-supports-mtssMulti-tiered System of Supports (MTSS)
MTSS is an integrated framework for the systemic alignment of evidence-based prevention and intervention practices to support all the needs of all students.
Interventions for children and adolescents with specific ...
Interventions for individuals with specific learning disabilities (SLD) largely focus on performance within a single performance domain ...
Targeted school‐based interventions for improving reading ...
The main objective was to assess the effectiveness of interventions targeting students with or at risk of academic difficulties in kindergarten to Grade 6.
The Multi-Tiered Systems of Support (MTSS) Network | IES
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