NCT05692973

The Role of Knowledge Retrieval in Inference-making

Recruiting now NA Last updated 23 June 2023

What this trial tests

NA trial testing Role of Knowledge Retrieval in Reading Disability in 316 participants. Currently enrolling.

Timeline

31 May 2023

Primary endpoint
31 August 2026

31 August 2027

Quick facts

Lead sponsor	William Jewell College
Phase	NA
Status	Recruiting now
Study type	INTERVENTIONAL
Allocation	randomized
Design	parallel
Masking	none
Primary purpose	treatment
Enrollment	316
Start date	31 May 2023
Primary completion	31 August 2026
Estimated completion	31 August 2027
Sites	1 location across United States

Drugs / interventions tested

• Role of Knowledge Retrieval
• Inference Intervention

Conditions studied

• Reading Disability — all drugs for Reading Disability →
• Reading Problem — all drugs for Reading Problem →

Sponsor

William Jewell College

Who can join

Adults 8 to 14, any sex, with Reading Disability or Reading Problem. Patients with the condition only — healthy volunteers not accepted.

Sponsor's own description

This project will (a) examine the relationship between knowledge retrieval and inferencing; (b) determine the effectiveness of an intervention that improves knowledge retrieval and inferencing among struggling readers; and (c) expand research opportunities for undergraduates. The research design uses 316 struggling readers in grades 4-6 of diverse backgrounds. The effects of knowledge retrieval (accuracy and speed) on inferencing will be modeled without dichotomizing the distribution. Linear mixed effect models will be fit to determine whether reader characteristics make unique contributions to inferencing across the posttest and follow-up data collection time points. First, several structural models will be considered as students may be nested in teachers, schools, and tutors. Unconditional models will estimate the intraclass correlation for each level of the study design. If significant interclass correlations emerge, multilevel models will be fit to evaluate the effectiveness of the intervention while controlling for covariates such as pre-test performance on inference-related measures and child-attributes such as English learner status. The primary analysis plan assumes an intent-to-treat model in which the efficacy of two intact conditions will be tested. Effect sizes will be estimated to report the magnitude of difference between the two conditions. Expected outcomes include (a) the identification of a method that effectively facilitates knowledge retrieval and the application of relevant knowledge to form inferences among elementary struggling readers from diverse backgrounds; (b) the validation of an intervention that teaches struggling readers how to activate, retrieve, and interweave relevant knowledge with information in the text and accurately form inferences while reading that can be broadly implemented in general education classrooms; and (c) expansion of undergraduate research opportunities, particularly among students from diverse backgrounds who have been historically underserved.

Publications & conference data

No peer-reviewed publications indexed yet for this trial.