Research Project V uses engaging adaptive computer-assisted reading programs to study questions aboutResponse to Instruction (RTI) with children at risk for or with reading difficulties. Previous CLDRC researchby Wise and colleagues demonstrated that talking computer programs can provide individualized, effectivereading intervention for children in 2nd- 5th grades in schools. Recent advances in computer speech, voicerecognition, animation, and design have led to improved related programs. Foundations to Literacy (FtL), byWise, Cole and colleagues, is an integrated system of foundational exercises and interactive books which isused also with younger children. It includes frequent automatic RTI assessment, adjustment of programcontent and assured fidelity of treatment. The system closely monitors children's performance with engagingactivities that improve word reading, spelling, writing, and accurate fluent text reading with comprehension,while an animated Virtual Tutor provides hints and support. FtL will be deployed in three studies of RTI: twoin schools and one in the homes of twins with reading disabilities assessed in other projects. One schoolstudy involves kindergarten children at risk for reading problems. The second focuses on children with or atrisk for reading difficulties in 1st-4th grades. Twins from Projects l-lll and a related longitudinal study haveextensive assessment data, and will participate in an RTI study in their homes. Older struggling readers havea particularly difficult time achieving fluent grade-level reading with comprehension; many need much moreextensive time reading accurately than schools can provide. Computers in homes with adaptive supportedprograms may help solve this problem for older children, and for children whose schools do not use the mostappropriate intervention methods. Project V will thus provide valuable evidence about RTI: about how initialassessments interact with performance measures of rate or outcome in different reading domains to predicteventual outcomes from the programs. The project will add unique insights about individual differences andthe molecular-genetic basis of RTI, since DMA samples have been provided by twins and will be requestedfrom children in the school studies for Project IV to analyze. Finally, Project V explores benefits of intensivelymodified computer-assisted intervention programs in extended training beyond 1 year for poor responders.
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