In all, 300 ethnically diverse students will be recruited. This project significantly enhances extant research on interventions for struggling reading by examining mechanisms of action associated with augmented outcomes among students who receive the combined intervention (Aim 2), and by determining potential moderators of intervention effects (Aim 3). The study will assess efficacy of the interventions at reducing anxiety and improving reading at post-intervention and 6-month follow-up (Aim 1). ![]() Struggling readers will be included in this study and will receive two years of intervention. The RCT will extend this work by comparing the combined reading and anxiety intervention with a reading-only condition and a control condition. A pilot study of this program, conducted with 36 students randomized to treatment and control conditions, demonstrated its feasibility and positive effects on anxiety outcomes. The purpose of this proposal is to evaluate an integrated program designed for middle-grade readers and comprised of evidence-based practices for the treatment of anxiety and reading difficulties. Further, an overwhelming number of children who are struggling to read or who fail to respond to reading interventions report elevated anxiety. Anxiety represents a particularly salient target for such an approach, as it is among the most commonly reported mental health issues of childhood, and significant associations have been found between anxiety and academic outcomes. Thus, investigations of the efficacy derived from integrating additional components into standard reading skills interventions are necessary. One hindrance to extant interventions has been the narrow focus on reading problems without addressing non-academic (e.g., self-regulation, socioemotional) factors known to also affect learning. While considerable knowledge has been accumulated on improving reading for students with reading disabilities in the primary grades, reading interventions conducted with middle-grades (i.e., grades 3-6) have been rare and have typically evidenced low impacts, even when more intensive interventions are provided for increasingly longer durations. Other: Reading Behavioral: Anxiety Management Other: Classroom Business as Usual Other: Attention Control (math practice) This project represents translational research that directly informs the practice community (schools, clinicians, teachers, parents), by identifying novel instructional practices that can be aggregated to more effectively influence student outcomes and reduce disparities in academic and socioemotional domains. This proposal employs a highly innovative approach aimed at improving intervention outcomes through the integration of evidence-based practices for addressing reading, as well as self-regulation/socioemotional skills, difficulties known to occur in a substantial percentage of struggling readers and to negatively influence academic performance. Why Should I Register and Submit Results?ĭespite decades of research on reading disabilities, little is known about improving reading in the middle grades (i.e., grades 3-6) and advancements have been hindered by the narrow focus on reading problems alone without acknowledgement of non-academic factors shown to affect learning (e.g., child self-regulation).This process is experimental and the keywords may be updated as the learning algorithm improves. ![]() These keywords were added by machine and not by the authors. In this chapter, and in the next two chapters, we shall discuss advances in the following areas: Now such texts were available all over the civilized world and people could learn mathematics even in such outlying places as Bohemia or Scotland. This is why, for about 800 years, all mathematical activity was concentrated in one place. In ancient times, many texts existed only in a single copy, which would be found in the library of Alexandria. Copying mathematical texts by hand required much time and labour. It is hard to overemphasize the importance of printing for the spread of mathematical knowledge. In the 15th and 16th centuries there was a sudden spurt of activity, aided by the Chinese invention of printing, which reached Europe in 1450 and which carried mathematics, both pure and applied, beyond the achievements of the ancients. ![]() Aside from the invention of the Indian numerals, and aside from the work of a few persons of talent, such as Pappus and Fibonacci, no significant advances in mathematics had taken place in the thousand years following Diophantus.
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