Project KIDS
Project KIDS is a federally funded project (NICHD grant HD072286).
Abstract:
Reading difficulties have negative consequences that are frequently associated with behavior problems and can adversely impact children’s school outcomes, health, and wellbeing. There has been a growing body of work which suggests that the individual traits and history that a child brings into a classroom, and by extension an intervention project, have an interactive effect on literacy learning. Given the call for better understanding and improving the outcomes from literacy intervention paradigms, this project proposes to explore how individual differences in child traits, family environment and familial risk status moderate response to intervention. To do so, this project innovatively proposes to combine three extant intervention projects to create a pooled source of data which is more representative and powerful than any one intervention alone, as well as capitalizing on the knowledge pool of already collected data. The three Aims of this project will serve to meet the general goal of measuring individual differences in response to intervention using the bioecological model. Aim 1 explores child trait characteristics, or cognitive and psychosocial outcomes. Aim 2 explores the family environment, such as home literacy practices and parental beliefs. Aim 3 explores the familial risk status of various learning disabilities and difficulties on response to intervention. By using the novel method of integrative data analysis, the raw data from each project can be combined and heterogeneity across sites controlled for. Additionally, for aspects of child individual differences which are not presently available in the existing intervention projects, we propose to recruit original participants and their families into a questionnaire portion of the present project. This pooling of raw data, as well as the new collection of data through a questionnaire, will allow for the various sources of individual differences, specifically child traits, family environment, and familial risk status, to be entered as moderators in a multilevel model predicting children's response to intervention defined as post-test status controlled for by pre-test status. This work has the potential to lead to more effective literacy interventions, which has great public health implications for school children and future generations of citizens.
Abstract:
Reading difficulties have negative consequences that are frequently associated with behavior problems and can adversely impact children’s school outcomes, health, and wellbeing. There has been a growing body of work which suggests that the individual traits and history that a child brings into a classroom, and by extension an intervention project, have an interactive effect on literacy learning. Given the call for better understanding and improving the outcomes from literacy intervention paradigms, this project proposes to explore how individual differences in child traits, family environment and familial risk status moderate response to intervention. To do so, this project innovatively proposes to combine three extant intervention projects to create a pooled source of data which is more representative and powerful than any one intervention alone, as well as capitalizing on the knowledge pool of already collected data. The three Aims of this project will serve to meet the general goal of measuring individual differences in response to intervention using the bioecological model. Aim 1 explores child trait characteristics, or cognitive and psychosocial outcomes. Aim 2 explores the family environment, such as home literacy practices and parental beliefs. Aim 3 explores the familial risk status of various learning disabilities and difficulties on response to intervention. By using the novel method of integrative data analysis, the raw data from each project can be combined and heterogeneity across sites controlled for. Additionally, for aspects of child individual differences which are not presently available in the existing intervention projects, we propose to recruit original participants and their families into a questionnaire portion of the present project. This pooling of raw data, as well as the new collection of data through a questionnaire, will allow for the various sources of individual differences, specifically child traits, family environment, and familial risk status, to be entered as moderators in a multilevel model predicting children's response to intervention defined as post-test status controlled for by pre-test status. This work has the potential to lead to more effective literacy interventions, which has great public health implications for school children and future generations of citizens.
Dr. Hart presented the first talk from Project KIDS on February 6, 2014, at the Pacific Coast Research Conference. The talk can be found here.
Dr. Hart presented the second talk from Project KIDS in July, 2014, at the Scientific Studies of Reading conference. The talk, which is an expansion of the previous talk, can be found here.
Here's a poster about Project KIDS presented at APS in San Fran, Spring 2014 (see copy here)
Dr. Hart presented the second talk from Project KIDS in July, 2014, at the Scientific Studies of Reading conference. The talk, which is an expansion of the previous talk, can be found here.
Here's a poster about Project KIDS presented at APS in San Fran, Spring 2014 (see copy here)
