Reading Problems in Children Living in Urban Areas

This study has been completed.
Sponsor:
Information provided by:
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
ClinicalTrials.gov Identifier:
NCT00065832
First received: August 1, 2003
Last updated: June 23, 2005
Last verified: October 2004
  Purpose

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.


Condition Intervention Phase
Dyslexia
Behavioral: Reading Instruction
Phase 3

Study Type: Interventional
Study Design: Allocation: Non-Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Open Label
Primary Purpose: Prevention
Official Title: Early Interventions for Children With Reading Problems

Further study details as provided by Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD):

Estimated Enrollment: 1400
Study Start Date: July 1993
Estimated Study Completion Date: June 2002
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.

  Eligibility

Ages Eligible for Study:   5 Years to 8 Years
Genders Eligible for Study:   Both
Accepts Healthy Volunteers:   Yes
Criteria

Inclusion Criteria

  • Student in participating school
  • Kindergarten through Grade 4
  Contacts and Locations
Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the Contacts provided below. For general information, see Learn About Clinical Studies.

Please refer to this study by its ClinicalTrials.gov identifier: NCT00065832

Sponsors and Collaborators
Investigators
Principal Investigator: Barbara R. Foorman University of Texas
  More Information

Publications:
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.
Rayner, K., Foorman, B., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. (March, 2002). How should reading be taught? Scientific American, 84-91.
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.
Fletcher, J.M., Foorman, B.R., Francis, D.J., & Schatschneider, C. (Winter, 1997). Prevention of reading failure. Insight, 22-23.
Foorman, B. R. (Ed.) (2003). Preventing and Remediating Reading Difficulities: Bringing Science to Scale. Timonium, MD: York Press.
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.
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.
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.
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.
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.
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.
Foorman, B.R., Francis, D.J., Fletcher, J.M., & Schatschneider, C. (2000). Misrepresentation of research by other researchers. Educational Researcher, 29, 27-37.
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.]
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)
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.
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.
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.
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.
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.
Moats, L.C., & Foorman, B.R. (2003) Measuring teachers’ content knowledge of language and reading. Annals of Dyslexia, 53, 23-45.
Rayner, K., Foorman, B., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, 31-74. (A monograph from the American Psychological Society)
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.
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.
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.
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.
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.)
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.
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.

ClinicalTrials.gov Identifier: NCT00065832     History of Changes
Other Study ID Numbers: 5R01HD30995-9
Study First Received: August 1, 2003
Last Updated: June 23, 2005
Health Authority: United States: Federal Government

Keywords provided by Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD):
Reading disabilities
Inner-city
Urban

Additional relevant MeSH terms:
Dyslexia
Language Disorders
Communication Disorders
Neurobehavioral Manifestations
Neurologic Manifestations
Nervous System Diseases
Learning Disorders
Signs and Symptoms
Mental Disorders Diagnosed in Childhood
Mental Disorders

ClinicalTrials.gov processed this record on August 26, 2014