← Back to Search

Coordinated Intervention for Learning Disabilities

N/A

Waitlist Available

Led By Douglas Fuchs, Ph.D.

Research Sponsored by Vanderbilt University

Eligibility Criteria Checklist

Specific guidelines that determine who can or cannot participate in a clinical trial

Must have

Be younger than 18 years old

Timeline

Screening 3 weeks

Treatment Varies

Follow Up an average of 25 weeks

Awards & highlights

No Placebo-Only Group

Summary

This trial is testing whether short-term, coordinated intervention can improve word-reading and arithmetic fluency for students who lag behind in those skills.

Who is the study for?

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.

What is being tested?

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.

What are the potential side effects?

There are no medical side effects as this is an educational intervention. However, participants may experience increased academic pressure or stress due to additional testing and attention to their learning difficulties.

Timeline

Screening ~ 3 weeks3 visits

Treatment ~ Varies

Follow Up ~ an average of 25 weeks

Screening ~ 3 weeks

Treatment ~ Varies

Follow Up ~an average of 25 weeks

This trial's timeline: 3 weeks for screening, Varies for treatment, and an average of 25 weeks for reporting.

Treatment Details

Study Objectives

Study objectives can provide a clearer picture of what you can expect from a treatment.

Primary study objectives

Arithmetic Combinations Fluency - Addition (Fuchs et al., 2013)

Arithmetic Combinations Fluency - Subtraction (Fuchs et al., 2013)

Test of Word Reading Efficiency-Sight Word Efficiency

+1 more

Secondary study objectives

WRAT-4-Arithmetic (Wilkinson, & Robertson, 2006)

Wide Range Achievement Test-4-Reading (WRAT4; Wilkinson, & Robertson, 2006)

Other study objectives

CTOPP-Sound Matching

Comprehensive Test of Phonological Processing (CTOPP; Wagner et al., 2013)-Elision

Rating Scale of Effort & Motivation (Malone & Fuchs, 2014)

+5 more

Awards & Highlights

No Placebo-Only Group

All patients enrolled in this study will receive some form of active treatment.

Trial Design

4Treatment groups

Experimental Treatment

Active Control

Group I: Coordinated Reading and Math InterventionExperimental Treatment1 Intervention

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.

Group II: Math InterventionActive Control1 Intervention

Math intervention provides 15 weeks (3 30-minute sessions per week) of explicit instruction on number knowledge, counting strategies, and arithmetic skill.

Group III: Business-as-usual ControlActive Control1 Intervention

Participation in the school's typical reading and math classroom instruction and, if designated by the school, its supplemental program.

Group IV: Reading InterventionActive Control1 Intervention

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.

Do I qualify?Apply below to find out