Trial Outcomes & Findings for Knowledge Accessibility and Availability in Forming Knowledge-to-Text Inferences Among Middle Grade Readers (NCT NCT03782012)

Results Overview

Know-It task is an individually administered assessment of knowledge accessibility (rate of response) and availability (accuracy of response) for a taught knowledge base. Scale title is the Know-It, the minimum value is 0 the maximum value is 14, a score of 14 is a better outcome. Construct: Literal and Inferential Comprehension Higher score indicates better reading proficiency

Recruitment status

COMPLETED

Study phase

NA

Target enrollment

241 participants

Primary outcome timeframe

immediately after training KNOW-IT knowledge base items; one week after training KNOW-IT knowledge base items; and 1 month after training KNOW-IT knowledge base items

Results posted on

2024-05-16

Participant Flow

Recruitment occurred in the K12 schools.

Recruitment was significantly influenced by COVID 19 school closures and restrictions that prevented the recruitment of students spring 2020 through the end of the project.

Participant milestones

Participant milestones
Measure	English Language Learners Participants who reported a home language other than English	Monolingual English Speakers Participants who reported English as their primary home language.
Overall Study STARTED	145	96
Overall Study Cohort 1	87	58
Overall Study Cohort 2	58	38
Overall Study COMPLETED	145	96
Overall Study NOT COMPLETED	0	0

Reasons for withdrawal

Withdrawal data not reported

Baseline Characteristics

Knowledge Accessibility and Availability in Forming Knowledge-to-Text Inferences Among Middle Grade Readers

Baseline characteristics by cohort

Baseline characteristics by cohort
Measure	English Learners n=145 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=96 Participants Students identified, by the school district, as speaking English as their primary language.	Total n=241 Participants Total of all reporting groups
Age, Categorical <=18 years	145 Participants n=5 Participants	96 Participants n=7 Participants	241 Participants n=5 Participants
Age, Categorical Between 18 and 65 years	0 Participants n=5 Participants	0 Participants n=7 Participants	0 Participants n=5 Participants
Age, Categorical >=65 years	0 Participants n=5 Participants	0 Participants n=7 Participants	0 Participants n=5 Participants
Sex: Female, Male Female	79 Participants n=5 Participants	43 Participants n=7 Participants	122 Participants n=5 Participants
Sex: Female, Male Male	66 Participants n=5 Participants	53 Participants n=7 Participants	119 Participants n=5 Participants
Ethnicity (NIH/OMB) Hispanic or Latino	89 Participants n=5 Participants	32 Participants n=7 Participants	121 Participants n=5 Participants
Ethnicity (NIH/OMB) Not Hispanic or Latino	53 Participants n=5 Participants	62 Participants n=7 Participants	115 Participants n=5 Participants
Ethnicity (NIH/OMB) Unknown or Not Reported	3 Participants n=5 Participants	2 Participants n=7 Participants	5 Participants n=5 Participants
Race (NIH/OMB) American Indian or Alaska Native	0 Participants n=5 Participants	0 Participants n=7 Participants	0 Participants n=5 Participants
Race (NIH/OMB) Asian	37 Participants n=5 Participants	9 Participants n=7 Participants	46 Participants n=5 Participants
Race (NIH/OMB) Native Hawaiian or Other Pacific Islander	9 Participants n=5 Participants	4 Participants n=7 Participants	13 Participants n=5 Participants
Race (NIH/OMB) Black or African American	7 Participants n=5 Participants	8 Participants n=7 Participants	15 Participants n=5 Participants
Race (NIH/OMB) White	0 Participants n=5 Participants	41 Participants n=7 Participants	41 Participants n=5 Participants
Race (NIH/OMB) More than one race	89 Participants n=5 Participants	32 Participants n=7 Participants	121 Participants n=5 Participants
Race (NIH/OMB) Unknown or Not Reported	3 Participants n=5 Participants	2 Participants n=7 Participants	5 Participants n=5 Participants
Region of Enrollment United States	145 participants n=5 Participants	96 participants n=7 Participants	241 participants n=5 Participants
FastBridge Adaptive Reading	510.8 units on a scale STANDARD_DEVIATION 26.4 • n=5 Participants	521.7 units on a scale STANDARD_DEVIATION 17.5 • n=7 Participants	515.14 units on a scale STANDARD_DEVIATION 23.89 • n=5 Participants

PRIMARY outcome

Timeframe: immediately after training KNOW-IT knowledge base items; one week after training KNOW-IT knowledge base items; and 1 month after training KNOW-IT knowledge base items

Population: English learners and Monolingual English speaking students (n = 241)

Know-It task is an individually administered assessment of knowledge accessibility (rate of response) and availability (accuracy of response) for a taught knowledge base. Scale title is the Know-It, the minimum value is 0 the maximum value is 14, a score of 14 is a better outcome. Construct: Literal and Inferential Comprehension Higher score indicates better reading proficiency

Outcome measures

Outcome measures
Measure	English Learners n=145 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=96 Participants Students identified, by the school district, as speaking English as their primary language.
Change in Knowledge Accessibility and Availability Time 1 immediately after training	13.2 score on a scale (0 to 14) Standard Deviation 1.4	13.7 score on a scale (0 to 14) Standard Deviation 1.1
Change in Knowledge Accessibility and Availability Time 2 one week after training	12.28 score on a scale (0 to 14) Standard Deviation 2.59	13.50 score on a scale (0 to 14) Standard Deviation 3.22
Change in Knowledge Accessibility and Availability Time 3 one month after training	11.65 score on a scale (0 to 14) Standard Deviation 2.68	12.60 score on a scale (0 to 14) Standard Deviation 2.31

SECONDARY outcome

Timeframe: 180 days from training of KNOW-IT knowledge base items

Population: Data on this measure was only collected for Cohort 1 (n = 145) and not for Cohort 2 (n = 96) Population Analyses (Cohort 1 only) = 145 (87 English learners + 58 Monolingual English Speaking students)

Gates-MacGinite Reading Test-4th Edition, a standardized, group-administered, multiple-choice assessment of reading comprehension with internal consistency for students in grades 5-8 that exceeds 0.80. The scale title is the Gates-MacGinitie Test 4th Edition, Reading Comprehension subtest. Higher score means a better outcome. Standard score with a mean of 100 and standard deviation of 15. Standard score range from 55 to 145. Data on this measure was only collected for Cohort 1 (n = 145) and not for Cohort 2 (n = 96) Construct: Reading Comprehension Higher score indicates better reading proficiency

Outcome measures

Outcome measures
Measure	English Learners n=87 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=58 Participants Students identified, by the school district, as speaking English as their primary language.
Direct and Indirect Effect of Reading Comprehension for Grade Level Texts on Knowledge Accessibility & Availability	103 score on a scale Standard Deviation 9.4	106 score on a scale Standard Deviation 9.4

SECONDARY outcome

Timeframe: 45 days from training of KNOW-IT knowledge base items

Contextualized Reading Survey, students to report study strategies used when reading. The scale measures the types of reading strategies readers use in different types of reading situations. For each question, the reader indicates their use on a scale of 1 to 5. 1 means I almost never do this. 2 means that I rarely do this. 3 means that I sometimes to this. 4 means that I usually do this. 5 means that I almost always do this. Items load onto 4 factors: evaluation and knowledge integration; pragmatic strategies; self regulation; help seeking. Higher values indicate a better outcome. Toal of 49 items on the survey. Min score 49 max score 245. Construct: Strategic reading skills

Outcome measures

Outcome measures
Measure	English Learners n=143 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=96 Participants Students identified, by the school district, as speaking English as their primary language.
Direct and Indirect Effect of Reading Strategy Use for Content Area Texts on Knowledge Availability and Accessibility	159.92 score on a scale Standard Deviation 30.70	145.72 score on a scale Standard Deviation 25.23

SECONDARY outcome

Timeframe: 180 days from training of KNOW-IT knowledge base items

Population: 241

Kauffman Brief Intelligence Test-2, Verbal Knowledge subtest is a norm-referenced, individually administered assessment of expressive word and world knowledge. Internal consistency ranges from 0.89-0.94 for students in grades 5-8. Standard score with a mean of 100 and standard deviation of 15. Standard score range from 55 to 145. Construct: Vocabulary and verbal knowledge Higher score indicates better vocabulary and verbal knowledgeproficiency

Outcome measures

Outcome measures
Measure	English Learners n=145 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=96 Participants Students identified, by the school district, as speaking English as their primary language.
Direct and Indirect Effect of Word and World Knowledge and Understanding on Knowledge Accessibility and Availability	89.9 Units on a Standard Score Standard Deviation 14.5	96.1 Units on a Standard Score Standard Deviation 11.8

SECONDARY outcome

Timeframe: 180 days from training of KNOW-IT knowledge base items

Population: 241

Test of Word Reading Efficiency-2 Sight Word Efficiency, a 45-second assessment of students' word reading accuracy and speed. Reliability coefficients exceed .80 for students in grade 5-8. Standard score with a mean of 100 and standard deviation of 15. Standard score range from 55 to 145. Construct: Word reading or Decoding skills Higher score indicates better word reading skills

Outcome measures

Outcome measures
Measure	English Learners n=145 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=96 Participants Students identified, by the school district, as speaking English as their primary language.
Direct and Indirect Effect of Reading Fluency for Words on Knowledge Accessibility and Availability	89.2 Units on a Standard Score Standard Deviation 27.4	90.46 Units on a Standard Score Standard Deviation 23.13

SECONDARY outcome

Timeframe: 45 days from training of KNOW-IT knowledge base items

Population: Due to severe missingness this data has not been analysed yet.

Bridge-IT, a computerized task, asks students to read a five-sentence text, form an inference, and determine if the next provided sentence continues the story. Internal consistency for students in the middle grades ranges from 0.83-0.87. Students were asked to respond to 20 inferential questions. Min score 0, max score 20. Higher score indicates better outcome. Construct: Inference making

Outcome measures

Outcome measures
Measure	English Learners n=108 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=66 Participants Students identified, by the school district, as speaking English as their primary language.
Direct and Indirect Effect of Text to Text Inference Making on Knowledge Accessibility and Availability	12.1 units on a scale Standard Deviation 4.02	13.9 units on a scale Standard Deviation 4.35

SECONDARY outcome

Timeframe: 45 days from training of KNOW-IT knowledge base items

Population: 241

Kauffman Brief Intelligence Test-2 Matrices subtest assess students nonverbal reasoning and ability to identify patterns and problem solve. Reliability coefficients exceed .80 for students in grades 5-8. Standard score with a mean of 100 and standard deviation of 15. Standard score range from 55 to 145. Construct: Nonverbal reasoning skills Higher score indicates better Nonverbal reasoning skills

Outcome measures

Outcome measures
Measure	English Learners n=145 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=96 Participants Students identified, by the school district, as speaking English as their primary language.
Direct and Indirect Effect of Nonverbal Reasoning on Knowledge Accessibility and Availability	98.2 Units on a Standard Score Standard Deviation 15.3	106.5 Units on a Standard Score Standard Deviation 12.1

SECONDARY outcome

Timeframe: 45 days from training of KNOW-IT knowledge base items

Population: 234

Working Memory Test from the Woodcock Johnson. This subtest measures students' memory for numbers. Standard score with a mean of 100 and standard deviation of 15. Standard score range from 55 to 145. Construct: Working memory Higher score indicates better working memory capacity

Outcome measures

Outcome measures
Measure	English Learners n=143 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=91 Participants Students identified, by the school district, as speaking English as their primary language.
Direct and Indirect Effect of Working Memory for Words on Knowledge Accessibility and Availability	98.0 Units on a Standard Score Standard Deviation 14.8	100.8 Units on a Standard Score Standard Deviation 17.0

SECONDARY outcome

Timeframe: 45 days from training of KNOW-IT knowledge base items

Population: 234

Assesses students speed of reading words by sight. Scores reported are standard scores with a mean of 100 and standard deviation of 15 Standard score range from 55 to 145. Construct: Word reading or decoding skills Higher score indicates better word reading skills

Outcome measures

Outcome measures
Measure	English Learners n=143 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=91 Participants Students identified, by the school district, as speaking English as their primary language.
Test of Word Reading Efficiency Sight Word Reading. Construct: Word Reading	97.06 Units on a Standard Score Standard Deviation 12.58	100.91 Units on a Standard Score Standard Deviation 11.20

SECONDARY outcome

Timeframe: 45 days

Population: 234

Woodcock Johnson Verbal Memory task requires that the student listen to a series of words and determine if the words have been heard before. Standard score with a mean of 100 and standard deviation of 15. Standard score range from 55 to 145. Construct: Verbal working memory Higher score indicates better verbal working memory capacity

Outcome measures

Outcome measures
Measure	English Learners n=143 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=91 Participants Students identified, by the school district, as speaking English as their primary language.
Direct and Indirect Effect of Working Memory for Text on Knowledge Accessibility and Availability	95.8 Units on a Standard Score Standard Deviation 18.9	99.6 Units on a Standard Score Standard Deviation 19.3

SECONDARY outcome

Timeframe: 45 days from training of KNOW-IT knowledge base items

Population: 234

Test of Word Reading Efficiency-2, Phonemic Decoding Efficiency, a 45-second assessment of students' non-word reading accuracy and speed. Alternate form reliability exceeds 0.90 for students in grades 5-8. Standard score with a mean of 100 and standard deviation of 15 Standard score range from 55 to 145. Construct: Decoding or word reading skills Higher score indicates better word reading skills

Outcome measures

Outcome measures
Measure	English Learners n=143 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=91 Participants Students identified, by the school district, as speaking English as their primary language.
Direct and Indirect Effect of Reading Fluency for Nonwords on Knowledge Accessibility and Availability	97.80 Units on a Standard Score Standard Deviation 13.70	100.22 Units on a Standard Score Standard Deviation 12.68

SECONDARY outcome

Timeframe: 180 days from training of KNOW-IT knowledge base items

Curriculum Based Measure of Oral Reading Fluency, is an assessment of students ability to read connected text quickly and accurately. Reliability coefficients exceed .80 for students in grades 5-8. Scores represent the average number of words read correctly on the oral reading fluency assessment. Higher score indicates better word reading fluency skills Construct: Reading fluency

Outcome measures

Outcome measures
Measure	English Learners n=87 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=58 Participants Students identified, by the school district, as speaking English as their primary language.
Direct and Indirect Effect of Reading Fluency for Connected Text on Knowledge Accessibility and Availability	167 words read correctly Standard Deviation 22.6	168 words read correctly Standard Deviation 23.2

SECONDARY outcome

Timeframe: 180 days from training of KNOW-IT knowledge base items

FastBridge Adaptive Reading (aReading) is a computer adaptive assessment of reading comprehension. Reliability coefficients exceed .80 for students in grades 5-8. The aReading test measures students' proficiency in various reading-related domains such as concepts of print, vocabulary, and comprehension of literary and informational text. aReading Scaled Score Benchmark: Grade 5: \>=523 = College pathway, \<509 = some risk, \<497 = High risk Grade 6: \>=530 = College pathway, \<516 = some risk, \<502 = High risk aReading scores are listed according to bands of 50 points each starting at minimum 350 and ending at maximum 750. Note, this is an extended scale score. Construct: Reading skills

Outcome measures

Outcome measures
Measure	English Learners n=145 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=96 Participants Students identified, by the school district, as speaking English as their primary language.
Direct and Indirect Effect of Reading Comprehension for Grade Level Texts on Knowledge Accessibility and Availability	510 score on a scale Standard Deviation 22.3	519 score on a scale Standard Deviation 18.6

SECONDARY outcome

Timeframe: 180 from training of KNOW-IT knowledge base items

Population: 145

Gates MacGinitie Reading Test Vocabulary subtest measures students understanding of word, world, and domain knowledge using multiple choice questions. Reliability coefficients exceed .80 for students in grades 5-8 Standard score with a mean of 100 and standard deviation of 15. Standard score range from 55 to 145. Construct vocabulary knowledge Higher score indicates better vocabulary knowledge

Outcome measures

Outcome measures
Measure	English Learners n=87 Participants Students identified, by the school district, as learning English as a second language.	Monolingual English Speaking Students n=58 Participants Students identified, by the school district, as speaking English as their primary language.
Direct and Indirect Effect of Word, World, and Domain Knowledge on Knowledge Accessibility and Availability	99 Units on a Standard Score Standard Deviation 9.2	100 Units on a Standard Score Standard Deviation 10.0

Adverse Events

English Learners

Serious events: 0 serious events

Other events: 0 other events

Deaths: 0 deaths

Monolingual English Speaking Students

Serious events: 0 serious events

Other events: 0 other events

Deaths: 0 deaths

Serious adverse events

Adverse event data not reported

Other adverse events

Adverse event data not reported

Additional Information

Dr. Amy Elizabeth Barth

William Jewell College

Phone: 816-415-7622

Email: [email protected]

Results disclosure agreements

Principal investigator is a sponsor employee
Publication restrictions are in place