Sickle Cell Disease
Conditions
Keywords
Sickle Cell Disease, Sickle Cell, Memory, Learning, Achievement
Brief summary
The overall goal of this project is to determine the feasibility of conducting a cognitive intervention for children with sickle cell disease.
Detailed description
The primary aims of this clinical trial are: 1. Determine the effectiveness of targeted learning and memory strategy remediation in students with sickle cell disease and cognitive deficits. 2. Determine if there is improvement in academic achievement after targeted memory strategy remediation.
Interventions
BEHAVIORALGeneral Tutoring
Participants will be tutored for approximately 8-10 hours per month during the school year.
BEHAVIORALMemory Training
Participants will receive memory training for approximately 8-10 hours per month during the school year.
Sponsors
National Heart, Lung, and Blood Institute (NHLBI)
American Society of Hematology
Medical College of Wisconsin
Washington University School of Medicine
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
8 Years to 18 Years
Healthy volunteers
No
Inclusion criteria
* Sickle cell disease that is confirmed by hemoglobin analysis * Has a brain magnetic resonance imaging (MRI) document reading by a neuroradiologist * Cognitive deficits, which are defined by one standard deviation lower than the normal ranges of an age-based standard score in cognitive tests that are evaluated by a psychologist * Must be a student who will remain in school for at least 2 years * Must provide informed consent with assent in accordance with the institutional policies (institutional review board approval)
Exclusion criteria
* Known developmental delays (these participants are ineligible because their learning potential may be biased from a prior insult) * Intelligent quotient is less than 50 (may have impaired learning potential) * Aphasic (i.e., unable to produce intelligible speech)
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Full Scale IQ (FSIQ) (WASI) | After >/= 50 hours of tutoring | The WASI is a brief, reliable measure of intelligence. Participants engage in 4 subtests: Block Design, Vocabulary, Similarities, and Matrix Reasoning. Participants receive a raw score on each of these 4 subtests. This raw score is converted to a T score using a score chart in the WASI manual. The T scores from all 4 subtests are summed together to obtain a Full Scale Sum of T Scores. This Full Scale Sum of T Scores is converted to a Full Scale IQ-4 Composite Score using a score chart published in the WASI manual. Higher scores indicate better intelligence. FSIQ-4 Range: 40-160. Average FSIQ-4 =100, standard deviation is +/- 15. |
| Verbal IQ (PIQ) (WASI) | After >/= 50 hours of tutoring | The VIQ score is comprised from the Vocabulary and Similarities subtests of the WASI-4. The raw scores from these subtests are converted to T scores using score charts in the manual. The T scores are summed together for a Verbal Sum of T Scores. This score is converted to a Composite VIQ score using a score chart in the manual. Higher scores = better Verbal IQ. Range = 45-160. Average = 100; standard deviation +/- 15. |
| Performance IQ (PIQ) (WASI) | After >/= 50 hours of tutoring | The PIQ score is comprised from the Matrix Reasoning and Block Design subtests of the WASI-4. The raw scores from these subtests are converted to T scores using score charts in the manual. The T scores are summed together for a Performance Sum of T Scores. This score is converted to a Composite PIQ score using a score chart in the manual. Higher scores = better Performance IQ. Range = 45-160. Average = 100; standard deviation +/- 15. |
| Letter Word Identification T Score (WJ-III) | After >/= 50 hours of tutoring | This sub-test measures a student's word identification skills. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10. |
| Reading Fluency T Score (WJ-III) | After >/= 50 hours of tutoring | This sub-test measures a student's ability to read simple sentences quickly. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10. |
| Calculations T Score (WJ-III) | After >/= 50 hours of tutoring | This sub-test measures a student's ability to perform paper and pencil math computations.A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10. |
| Math Fluency T Score (WJ-III) | After >/= 50 hours of tutoring | This sub-test measures a student's ability to solve simple addition, subtraction and multiplication facts quickly. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10. |
| Spelling T Score (WJ-III) | After >/= 50 hours of tutoring | This sub-test measures a student's ability to write orally presented words correctly. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10. |
| California Verbal Learning Test-Children's Version (CVLT-C) List A Trials 1-5 Immediate Recall T Score | After >/= 50 hours of tutoring | The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points. |
| CVLT-C Trials 1-5 Semantic Clustering T Score | After >/= 50 hours of tutoring | The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The CVLT-C consists of five learning trials of 15 words which can be organized into three semantic categories. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points. |
| CVLT-C Trials 1-5 Short Delay Recall T Score | After >/= 50 hours of tutoring | The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points. |
| CVLT-C Trials 1-5 Long Delay Recall T Score | T scores were obtained at baseline and again at follow-up (after partcipant completed 50 hours of tutoring) | The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points. |
| CVLT-C Trials 1-5 Recognition Discriminability T Score | After >/= 50 hours of tutoring | TThe CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points. |
| Delis Kaplan Executive Function System (D-KEFS) Number/Letter Switching T Score | After >/= 50 hours of tutoring | The D-KEFS allows for the assessment of executive functions. There are 9 stand alone tests that can be individually or group administered. The Number-Letter Switching condition of the Trails Making sub-test specifically assesses flexibility of thinking on a visual-motor sequencing task. A participant's raw score (# of items answered correctly) is converted to a T score using tables provided in the manual. Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10. |
Countries
United States
Participant flow
Recruitment details
All participants are patients of the Pediatric Division of Hematology at Washington University School of Medicine and St. Louis University School of Medicine. Participants will be recruited during regularly scheduled clinic visits.
Pre-assignment details
21 patients completed informed consent to participate in the study. 3 withdrew before the start of the study so they were never assigned to study arms.
Participants by arm
| Arm | Count |
|---|---|
| General Tutoring Group Participants will receive general tutoring in the subject of his/her choice.
General Tutoring: Participants will be tutored for approximately 8-10 hours per month during the school year. | 8 |
| Tutoring + Memory Training Group Participants will receive tutoring and memory training.
General Tutoring: Participants will be tutored for approximately 8-10 hours per month during the school year.
Memory Training: Participants will receive memory training for approximately 8-10 hours per month during the school year. Specific memory training strategies used will include silent rehearsal training and semantic clustering training. | 10 |
| Total | 18 |
Withdrawals & dropouts
| Period | Reason | FG000 | FG001 |
|---|---|---|---|
| Overall Study | Lost to Follow-up | 1 | 1 |
| Overall Study | Withdrawal by Subject | 0 | 1 |
Baseline characteristics
| Characteristic | General Tutoring Group | Tutoring + Memory Training Group | Total |
|---|---|---|---|
| Age, Categorical <=18 years | 8 Participants | 10 Participants | 18 Participants |
| Age, Categorical >=65 years | 0 Participants | 0 Participants | 0 Participants |
| Age, Categorical Between 18 and 65 years | 0 Participants | 0 Participants | 0 Participants |
| Calculations subtest T score of WJ-III | 42.43 scores on a scale STANDARD_DEVIATION 9.95 | 44.38 scores on a scale STANDARD_DEVIATION 14.62 | 43.47 scores on a scale STANDARD_DEVIATION 12.26 |
| California Verbal Learning Test-Children's Version (CVLT-C) Trials 1-5 Immediate Recall T score | 42.75 scores on a scale STANDARD_DEVIATION 7.5 | 44.60 scores on a scale STANDARD_DEVIATION 11.7 | 43.78 scores on a scale STANDARD_DEVIATION 9.83 |
| CVLT-C Trials 1-5 Long Delay Recall T-Score | 45.00 scores on a scale STANDARD_DEVIATION 11.9 | 44.00 scores on a scale STANDARD_DEVIATION 9.67 | 44.41 scores on a scale STANDARD_DEVIATION 10.3 |
| CVLT-C Trials 1-5 Recognition Discriminability T score | 42.86 scores on a scale STANDARD_DEVIATION 17.29 | 45 scores on a scale STANDARD_DEVIATION 11.73 | 44.06 scores on a scale STANDARD_DEVIATION 13.93 |
| CVLT-C Trials 1-5 Semantic Clustering T score | 54.38 scores on a scale STANDARD_DEVIATION 9.43 | 49.00 scores on a scale STANDARD_DEVIATION 11.01 | 51.39 scores on a scale STANDARD_DEVIATION 10.4 |
| CVLT-C Trials 1-5 Short Delay Recall T score | 44.88 scores on a scale STANDARD_DEVIATION 12.43 | 44.40 scores on a scale STANDARD_DEVIATION 7.83 | 44.61 scores on a scale STANDARD_DEVIATION 9.81 |
| Delis Kaplan Executive Function System (D-KEFS) Number/Letter Switching T score | 24.25 scores on a scale STANDARD_DEVIATION 3.4 | 41.40 scores on a scale STANDARD_DEVIATION 17.02 | 33.78 scores on a scale STANDARD_DEVIATION 15.2 |
| Full Scale IQ (FSIQ); Wechsler Abbreviated Scale of Intelligence (WASI) | 85.13 Scores on a scale STANDARD_DEVIATION 11.74 | 84.2 Scores on a scale STANDARD_DEVIATION 11.35 | 84.61 Scores on a scale STANDARD_DEVIATION 11.12 |
| Letter Word Identification subtest T score of Woodcock Johnson Psycho-Educational Battery (WS-III) | 45 scores on a scale STANDARD_DEVIATION 10.57 | 45.78 scores on a scale STANDARD_DEVIATION 7.93 | 45.41 scores on a scale STANDARD_DEVIATION 8.97 |
| Math Fluency subtest T score of WJ-III | 35 scores on a scale STANDARD_DEVIATION 5.62 | 38.88 scores on a scale STANDARD_DEVIATION 9.51 | 37.21 scores on a scale STANDARD_DEVIATION 8.05 |
| Performance IQ (PIQ); Weschler Abbreviated Scale of Intelligence (WASI) | 87.13 scores on a scale STANDARD_DEVIATION 10.23 | 81.50 scores on a scale STANDARD_DEVIATION 13.97 | 84.00 scores on a scale STANDARD_DEVIATION 12.44 |
| Race (NIH/OMB) American Indian or Alaska Native | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Asian | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Black or African American | 8 Participants | 10 Participants | 18 Participants |
| Race (NIH/OMB) More than one race | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Native Hawaiian or Other Pacific Islander | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Unknown or Not Reported | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) White | 0 Participants | 0 Participants | 0 Participants |
| Reading Fluency subtest T score of WJ-III | 38.60 scores on a scale STANDARD_DEVIATION 10.015 | 49.00 scores on a scale STANDARD_DEVIATION 7.165 | 44.67 scores on a scale STANDARD_DEVIATION 9.652 |
| Region of Enrollment United States | 8 Participants | 10 Participants | 18 Participants |
| Sex: Female, Male Female | 1 Participants | 1 Participants | 2 Participants |
| Sex: Female, Male Male | 7 Participants | 9 Participants | 16 Participants |
| Spelling subtest T score of WJ-III | 46.50 scores on a scale STANDARD_DEVIATION 8.54 | 45.67 scores on a scale STANDARD_DEVIATION 12.58 | 46.06 scores on a scale STANDARD_DEVIATION 10.54 |
| Verbal IQ (VIQ); Weschler Abbreviated Scale of Intelligence (WASI) | 86.13 scores on a scale STANDARD_DEVIATION 13.74 | 89 scores on a scale STANDARD_DEVIATION 12.4 | 87.72 scores on a scale STANDARD_DEVIATION 12.7 |
Adverse events
| Event type | EG000 affected / at risk | EG001 affected / at risk |
|---|---|---|
| deaths Total, all-cause mortality | 0 / 8 | 0 / 10 |
| other Total, other adverse events | 0 / 8 | 0 / 10 |
| serious Total, serious adverse events | 0 / 8 | 0 / 10 |
Outcome results
Primary
Calculations T Score (WJ-III)
This sub-test measures a student's ability to perform paper and pencil math computations.A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Time frame: After >/= 50 hours of tutoring
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | Calculations T Score (WJ-III) | 36.86 scores on a scale | Standard Deviation 9.55 |
| Tutoring + Memory Training Group | Calculations T Score (WJ-III) | 44.56 scores on a scale | Standard Deviation 10.19 |
Primary
California Verbal Learning Test-Children's Version (CVLT-C) List A Trials 1-5 Immediate Recall T Score
The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
Time frame: After >/= 50 hours of tutoring
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | California Verbal Learning Test-Children's Version (CVLT-C) List A Trials 1-5 Immediate Recall T Score | 42.14 scores on a scale | Standard Deviation 12.77 |
| Tutoring + Memory Training Group | California Verbal Learning Test-Children's Version (CVLT-C) List A Trials 1-5 Immediate Recall T Score | 36.90 scores on a scale | Standard Deviation 10.51 |
Primary
CVLT-C Trials 1-5 Long Delay Recall T Score
The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
Time frame: T scores were obtained at baseline and again at follow-up (after partcipant completed 50 hours of tutoring)
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | CVLT-C Trials 1-5 Long Delay Recall T Score | 40.00 scores on a scale | Standard Deviation 15.81 |
| Tutoring + Memory Training Group | CVLT-C Trials 1-5 Long Delay Recall T Score | 36.40 scores on a scale | Standard Deviation 14.48 |
Primary
CVLT-C Trials 1-5 Recognition Discriminability T Score
TThe CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
Time frame: After >/= 50 hours of tutoring
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | CVLT-C Trials 1-5 Recognition Discriminability T Score | 42.86 scores on a scale | Standard Deviation 16.07 |
| Tutoring + Memory Training Group | CVLT-C Trials 1-5 Recognition Discriminability T Score | 37.50 scores on a scale | Standard Deviation 16.71 |
Primary
CVLT-C Trials 1-5 Semantic Clustering T Score
The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The CVLT-C consists of five learning trials of 15 words which can be organized into three semantic categories. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
Time frame: After >/= 50 hours of tutoring
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | CVLT-C Trials 1-5 Semantic Clustering T Score | 50.71 scores on a scale | Standard Deviation 7.87 |
| Tutoring + Memory Training Group | CVLT-C Trials 1-5 Semantic Clustering T Score | 43.70 scores on a scale | Standard Deviation 13.05 |
Primary
CVLT-C Trials 1-5 Short Delay Recall T Score
The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
Time frame: After >/= 50 hours of tutoring
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | CVLT-C Trials 1-5 Short Delay Recall T Score | 39.29 scores on a scale | Standard Deviation 13.67 |
| Tutoring + Memory Training Group | CVLT-C Trials 1-5 Short Delay Recall T Score | 34.50 scores on a scale | Standard Deviation 13.42 |
Primary
Delis Kaplan Executive Function System (D-KEFS) Number/Letter Switching T Score
The D-KEFS allows for the assessment of executive functions. There are 9 stand alone tests that can be individually or group administered. The Number-Letter Switching condition of the Trails Making sub-test specifically assesses flexibility of thinking on a visual-motor sequencing task. A participant's raw score (# of items answered correctly) is converted to a T score using tables provided in the manual. Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Time frame: After >/= 50 hours of tutoring
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | Delis Kaplan Executive Function System (D-KEFS) Number/Letter Switching T Score | 33.67 scores on a scale | Standard Deviation 13.37 |
| Tutoring + Memory Training Group | Delis Kaplan Executive Function System (D-KEFS) Number/Letter Switching T Score | 37.00 scores on a scale | Standard Deviation 15.42 |
Primary
Full Scale IQ (FSIQ) (WASI)
The WASI is a brief, reliable measure of intelligence. Participants engage in 4 subtests: Block Design, Vocabulary, Similarities, and Matrix Reasoning. Participants receive a raw score on each of these 4 subtests. This raw score is converted to a T score using a score chart in the WASI manual. The T scores from all 4 subtests are summed together to obtain a Full Scale Sum of T Scores. This Full Scale Sum of T Scores is converted to a Full Scale IQ-4 Composite Score using a score chart published in the WASI manual. Higher scores indicate better intelligence. FSIQ-4 Range: 40-160. Average FSIQ-4 =100, standard deviation is +/- 15.
Time frame: After >/= 50 hours of tutoring
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | Full Scale IQ (FSIQ) (WASI) | 86.43 scores on a scale | Standard Deviation 11.94 |
| Tutoring + Memory Training Group | Full Scale IQ (FSIQ) (WASI) | 88.0 scores on a scale | Standard Deviation 10.94 |
Primary
Letter Word Identification T Score (WJ-III)
This sub-test measures a student's word identification skills. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Time frame: After >/= 50 hours of tutoring
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | Letter Word Identification T Score (WJ-III) | 42.14 scores on a scale | Standard Deviation 7.01 |
| Tutoring + Memory Training Group | Letter Word Identification T Score (WJ-III) | 44.00 scores on a scale | Standard Deviation 6.63 |
Primary
Math Fluency T Score (WJ-III)
This sub-test measures a student's ability to solve simple addition, subtraction and multiplication facts quickly. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Time frame: After >/= 50 hours of tutoring
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | Math Fluency T Score (WJ-III) | 34.29 scores on a scale | Standard Deviation 4.86 |
| Tutoring + Memory Training Group | Math Fluency T Score (WJ-III) | 38.56 scores on a scale | Standard Deviation 12.26 |
Primary
Performance IQ (PIQ) (WASI)
The PIQ score is comprised from the Matrix Reasoning and Block Design subtests of the WASI-4. The raw scores from these subtests are converted to T scores using score charts in the manual. The T scores are summed together for a Performance Sum of T Scores. This score is converted to a Composite PIQ score using a score chart in the manual. Higher scores = better Performance IQ. Range = 45-160. Average = 100; standard deviation +/- 15.
Time frame: After >/= 50 hours of tutoring
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | Performance IQ (PIQ) (WASI) | 87.29 scores on a scale | Standard Deviation 11.25 |
| Tutoring + Memory Training Group | Performance IQ (PIQ) (WASI) | 90.44 scores on a scale | Standard Deviation 9.98 |
Primary
Reading Fluency T Score (WJ-III)
This sub-test measures a student's ability to read simple sentences quickly. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Time frame: After >/= 50 hours of tutoring
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | Reading Fluency T Score (WJ-III) | 40.14 scores on a scale | Standard Deviation 5.49 |
| Tutoring + Memory Training Group | Reading Fluency T Score (WJ-III) | 40.44 scores on a scale | Standard Deviation 7.65 |
Primary
Spelling T Score (WJ-III)
This sub-test measures a student's ability to write orally presented words correctly. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Time frame: After >/= 50 hours of tutoring
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | Spelling T Score (WJ-III) | 43.29 scores on a scale | Standard Deviation 6.95 |
| Tutoring + Memory Training Group | Spelling T Score (WJ-III) | 44.22 scores on a scale | Standard Deviation 9.43 |
Primary
Verbal IQ (PIQ) (WASI)
The VIQ score is comprised from the Vocabulary and Similarities subtests of the WASI-4. The raw scores from these subtests are converted to T scores using score charts in the manual. The T scores are summed together for a Verbal Sum of T Scores. This score is converted to a Composite VIQ score using a score chart in the manual. Higher scores = better Verbal IQ. Range = 45-160. Average = 100; standard deviation +/- 15.
Time frame: After >/= 50 hours of tutoring
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| General Tutoring Group | Verbal IQ (PIQ) (WASI) | 87.86 scores on a scale | Standard Deviation 13.79 |
| Tutoring + Memory Training Group | Verbal IQ (PIQ) (WASI) | 87.78 scores on a scale | Standard Deviation 12.41 |