Recruiting

Reading Intervention

Sponsor:

University of Houston

Code:

NCT03695068

Conditions

Learning Disorders

Dyslexia

Eligibility Criteria

Sex: All

Age: 0+

Healthy Volunteers: Not accepted

Interventions

RISE Intervention

Study Details

Brief summary:

This study investigates the efficacy of a reading comprehension intervention for English learners in Grades 6 and 7 with reading difficulties. Building on previous intervention studies conducted with students in Grades 4 through 8 over the past 10 years, the investigators utilize a longitudinal, double-cohort design utilizing a randomized control trial assigning students to supplemental reading intervention (RISE) or a no intervention "business as usual" (BAU) comparison condition (i.e., Cohort 1 - Years 1 and 2; 205 students in treatment and 205 in control condition; Cohort 2 - Years 3 and 4; 205 students in treatment and 205 in control condition; total 410 in each condition). Students in each cohort will be treated for 2 years (i.e., 6th and 7th grades or 7th and 8th grades). The primary outcome is reading comprehension.

The investigators hypothesize that participants receiving the RISE intervention will outperform those receiving BAU instruction across reading-related elements, including word reading, fluency, and comprehension at end of year two of treatment.

Conditions

Learning Disorders

Dyslexia

Study ID

NCT03695068

Start date

Sep 1, 2018

Status verified date

May, 2022

Completion date

Jun 15, 2022

Anticipated

Primary completion date

Jun 15, 2022

Anticipated

Eligibility Criteria

Eligibility Criteria

Sex: All

Age: 0+

Healthy Volunteers: Not accepted

Inclusion Criteria:

  • Participants are enrolled in 6th or 7th grade at a participating school.
  • Participants are currently identified as English Learners (designated by school as limited English proficient) or were previously identified as limited English proficient and were redesignated as English proficient within the last 3 years by their school.
  • A parent reported that Spanish was spoken at home at initial school entry.
  • The participant failed the state level reading comprehension test the previous school year

Exclusion Criteria:

  • The potential participant has a sensory disorder that precludes participation int he assessment and intervention protocols.
  • The potential participant participates in an alternative curriculum (i.e., life skills course) due to moderate to severe learning disorders.
  • The potential participant received a score of Beginner (Level 1) on the Texas English Language Proficiency Assessment System (TELPAS) listening and speaking subtest, indicating limited opportunity to learn English.

Study Design

Enrollment

840 participants

Anticipated

Allocation

Randomized

Intervention Model

Parallel Assignment

Primary purpose

Treatment

Interventions and Outcome Measures

Arms

experimental: RISE Intervention

Reading Instruction for Students who are English Learners (El) with Reading Difficulties (RISE): The RISE intervention is a multi-phase treatment that first accelerates basic skills through an emphasis on word reading (e.g., multi-syllable words, morphology, high-frequency words commonly misread; Phase 1), and then provides a longer-term emphasis on fluency and comprehension through systematically varying text difficulty and genre (Phase 2). To assure that students have minimal loss during the summer, RISE adds a summer Book Club that includes provision of books with comprehension activities for students in the RISE intervention arm (Phase 3). This entire approach takes two full academic years and two summers to be replicated across two cohorts.

no intervention: Business as Usual Comparison Condition

Participants assigned to the Business as Usual (BAU)or comparison condition will participate in an elective class that includes such options as music, cooking, film, study time, or high stakes test preparation.

Interventions

RISE Intervention

Described in Arms description.

Primary outcome measure

  • Change in Reading Comprehension after two years of treatment (Gates MacGinitie Passage Comprehension) [ Time Frame: Measured May of year 2 (end of year 2 of treatment) ]

Central Contacts and Locations

Central contacts

Jack M Fletcher, Ph.D.

832-842-2004jmfletch@central.uh.edu

Jeremy R Miciak, Ph.D.

832-842-2044jeremy.miciak@times.uh.edu

Locations

University of Texas at Austin

Recruiting

Austin, Texas, United States, 78712

Contacts

Sharon Vaughn, Ph.D.

512-232-2320srvaughn@austin.utexas.edu

Phil Capin, Ph.D.

512-471-8577pcapin@utexas.edu

University of Houston

Recruiting

Houston, Texas, United States, 77024

Contacts

Jack M Fletcher, Ph.D.

832-842-2004jmfletch@central.uh.edu

Jeremy R Miciak, Ph.D.

832-842-2044jeremy.miciak@times.uh.edu

More Information

Sponsor

University of Houston

Last update posted

May 23, 2022

Last verified

May, 2022

Keywords

  • Learning Disabilities
  • Dyslexia
  • Reading

Trial information was received from ClinicalTrials.gov and was last updated on 2026-09-09. This information was provided to ClinicalTrials.gov by University of Houston on 2022-05-23.