Summer slide, glide, or gain: The effects of socioeconomic status and reading disability on summer reading outcomes

夏季下滑、下滑还是增益：社会经济地位和阅读障碍对夏季阅读结果的影响

• 批准号: 10202985
• 负责人: JOANNA CHRISTODOULOU
• 金额: $ 47.88万
• 依托单位: MGH INSTITUTE OF HEALTH PROFESSIONS
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10202985
• 关键词: Academic skills; Accounting; Achievement; Address; Age; Agreement; Attenuated; Behavioral; COVID-19; Categories; Characteristics; Child; Clinical; Cognition; Consensus; Data Analyses; Data Set; Detection; Development; Developmental Course; Diagnostic; Diagnostic Factor; Dyslexia; Early Intervention; Educational Models; Environmental Risk Factor; Face; Foundations; Future; Goals; Growth; Growth Factor; Institutional Review Boards; Instruction; Investigation; Knowledge; Learning; Learning Disabilities; Link; Measures; Mission; Modeling; Monitor; Names; Nature; Outcome; Performance; Policies; Protocols documentation; Reader; Readiness; Reading; Reading Disabilities; Recommendation; Research; Resources; Risk; Risk Factors; Role; Schools; Seminal; Slide; Socioeconomic Factors; Socioeconomic Status; Student recruitment; Students; Testing; Time; United States National Institutes of Health; Work; base; clinical practice; disability; experience; high risk; improved; innovation; insight; language comprehension; learning outcome; lens; literacy; low socioeconomic status; neglect; novel; peer; phonology; preventive intervention; protective factors; reading ability; reading comprehension; reading difficulties; recruit; school district; sex; socioeconomics; Academic skills; Accounting; Achievement; Address; Age; Agreement; Attenuated; Behavioral; COVID-19; Categories; Characteristics; Child; Clinical; Cognition; Consensus; Data Analyses; Data Set; Detection; Development; Developmental Course; Diagnostic; Diagnostic Factor; Dyslexia; Early Intervention; Educational Models; Environmental Risk Factor; Face; Foundations; Future; Goals; Growth; Growth Factor; Institutional Review Boards; Instruction; Investigation; Knowledge; Learning; Learning Disabilities; Link; Measures; Mission; Modeling; Monitor; Names; Nature; Outcome; Performance; Policies; Protocols documentation; Reader; Readiness; Reading; Reading Disabilities; Recommendation; Research; Resources; Risk; Risk Factors; Role; Schools; Seminal; Slide; Socioeconomic Factors; Socioeconomic Status; Student recruitment; Students; Testing; Time; United States National Institutes of Health; Work; base; clinical practice; disability; experience; high risk; improved; innovation; insight; language comprehension; learning outcome; lens; literacy; low socioeconomic status; neglect; novel; peer; phonology; preventive intervention; protective factors; reading ability; reading comprehension; reading difficulties; recruit; school district; sex; socioeconomics

PROJECT SUMMARY Summer slump describes the regression of academic skills that can occur during summer vacation. The proposed study investigates the risk for summer slump based on socioeconomic status (SES) and reading disability (RD) status. Currently, limited work documents summer reading outcomes using recent datasets or examines the potential protective impact of summer reading activities. There is no current research examining the impact on summer reading of the common risk factors of SES and RD status to disambiguate independent and combined effects or linking summer reading outcomes with academic year outcomes. Scientifically, this effort is essential for disambiguating contributions of environmental circumstances via SES and/or RD status during a high risk time period (summer) and for discovering the contribution of summer reading outcomes to the reading achievement gap. Practically, this information is crucial for developing effective summer recommendations, practices and policies, as readers at best may slow development and at worst regress, contributing to a growing divide among students of different reading ability levels. Final datasets will include 65 typically developing readers (TD) and 65 students with RD, with the range of SES represented in both groups (grades 4-6; ages 9-12), recruited through district partnerships. The objectives are to: (1) examine the potential for, and amount of, reading summer slump; (2) characterize unique and shared contributions of SES and RD status to summer reading outcomes; (3) indicate how type of and time spent on literacy activities contribute to summer reading growth; and (4) explore summer reading trajectories as predictors of school year reading outcomes. We predict that the TD group will show slowed but positive reading growth during the summer and those with low SES and/or RD will show an exaggerated summer slump in reading; and, all groups will show attenuated summer slump with increased participation in summer literacy activities. This study is novel in its direct investigation of summer reading through the combined lens of SES and RD, consideration of summer literacy activities as protective, disentangling the effects of instruction during the previous school year from summer slump by partnering with districts and using nested analytic models, and for translational implications. Findings will yield factors associated with failed summer reading growth and protective factors attenuating summer slump, and will inform recommendations to maximize progress for readers of all ability levels. Despite general agreement on the existence of summer slump, evidence for it has largely been derived from limited research using dated datasets and anecdotal experiences. Understanding summer outcomes are crucial to closing the achievement gap. These goals align with NIH CDBB's mission by examining the impact of learning disabilities (LDs) on reading, focusing on early learning and SES factors, developing knowledge about the developmental course of LDs during a neglected time period for research (the summer) and possible causal roles of environmental factors (via literacy activities), and emphasizing prevention and early intervention.

项目摘要 Summer Slump描述了暑假期间可能发生的学术技能的回归。这 拟议的研究调查了基于社会经济地位（SES）和阅读的夏季低迷风险 残疾（RD）状态。目前，使用最新数据集或 检查夏季阅读活动的潜在保护影响。目前没有研究 对夏季阅读SES和RD状态的常见危险因素的影响，使独立歧义 以及将夏季阅读成果与学年成果联系起来的结合效果。从科学上讲，这 努力对于通过SES和/或RD状态消除环境环境的贡献至关重要 在高风险时期（夏季），并发现夏季阅读结果的贡献 阅读成就差距。实际上，此信息对于开发有效的夏季至关重要 建议，实践和政策，因为读者充其量可能会减缓发展的速度，并且在最糟糕的回落中， 有助于不同阅读能力水平的学生之间的分歧日益增长。最终数据集将包括65 通常开发读者（TD）和65名RD的学生，两组的SES范围均为 （4 - 6年级； 9-12岁），通过地区合作伙伴关系招募。目标是：（1）检查潜力 为了阅读夏季低迷； （2）表征SES和RD的独特和共同贡献 夏季阅读结果的状态； （3）指出在扫盲活动上花费的类型和时间如何贡献 夏季阅读增长； （4）探索夏季阅读轨迹作为学年阅读的预测指标 结果。我们预测，TD组将在夏季显示放缓但积极的阅读增长，并且 那些SES和/或RD低的人会在阅读中显示出夸张的夏季低迷。而且，所有小组都将显示 随着夏季扫盲活动的参与增加，夏季的低迷减弱。这项研究是新颖的 直接调查夏季阅读的SES和RD镜头，考虑夏季 扫盲活动是保护性的，将上学年教学的影响解散 通过与地区合作并使用嵌套的分析模型以及转化含义，夏季低迷。 调查结果将产生与夏季阅读失败和保护因素衰减有关的因素 夏季低迷，并将告知建议，以最大程度地提高所有能力水平的读者的进度。尽管 关于夏季低迷的一般协议，其证据很大程度上来自有限 使用日期数据集和轶事体验进行的研究。了解夏季的结果对 缩小成就差距。这些目标通过检查学习的影响与NIH CDBB的使命保持一致 残疾（LDS）关于阅读，专注于早期学习和SES因素，发展有关 LDS在被忽视的研究期间（夏季）和可能因果关系的发展过程 环境因素（通过扫盲活动）的作用，并强调预防和早期干预。