Monolingual and Bilingual Reading Comprehension in Middle and High School Students

中学生单语和双语阅读理解

• 批准号: 10448251
• 负责人: Mindy S Bridges
• 金额: $ 43.28万
• 依托单位: UNIVERSITY OF KANSAS MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2024-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10448251
• 关键词: 15 year old; Address; Adolescent; Age; Area; Black race; Child; Cognitive; Common Core; Complex; Comprehension; Country; Cross-Sectional Studies; Development; Discipline; Education; Educational Curriculum; Educational Intervention; Employment Opportunities; Funding; Goals; Health; High School Student; Individual; Instruction; International; Intervention; Language; Learning; Length; Linguistics; Measurement; Measures; Memory; Modeling; Motivation; Nursery Schools; Oral; Outcome; Outcome Measure; Poverty; Psychological Factors; Reading; Research; Risk; Role; Sampling; Science; Societies; Source; Specific qualifier value; Structure; Students; Testing; Text; Time; United States Dept. of Health and Human Services; United States National Institutes of Health; Weight; Work; base; bilingualism; cognitive skill; eighth grade; executive function; expectation; health literacy; high risk; high school; hospitalization rates; innovation; junior high school; literacy; peer; programs; reading comprehension; recruit; skills; social; sound; success; tenth grade; third grade

PROJECT SUMMARY/ABSTRACT Poor reading comprehension, a significant problem in the U.S., results in reduced employment opportunities, a greater likelihood of living in poverty, higher hospitalization rates, and poor health outcomes through poor health literacy (U.S. Department of Health & Human Services, 2011). Bilingual students in our nation are at higher risk for poor reading comprehension than their monolingual peers, increasing these negative consequences. The long-term goal of the proposed studies is to examine the structure of reading comprehension in middle and high school students and to determine which cognitive and linguistic factors contribute to reading comprehension outcomes. We will build upon previous longitudinal work conducted by the Language and Reading Research Consortium (LARRC) and Monolingual and Bilingual Reading Comprehension (MBRC) research group to study monolingual and Spanish-English bilingual students who were initially assessed in preschool, and follow them through 8th and 10th grades. We will also recruit a new group of 10th grade monolingual English and Spanish-English bilingual students for cross-sectional studies to address the following specific aims: (1) Determine the factor structure of reading comprehension in 10th grade to assess whether a single-factor model is sufficient or whether additional factors are required to take into account text type (narrative or expository) and measurement type (processing versus product); (2) Determine whether reading comprehension in 8th or 10th grade is predicted by language and cognitive skills in 3rd grade; and (3) Determine whether findings for Specific Aim 1 and 2 differ for children who entered preschool speaking Spanish and children who entered preschool speaking English. This project is innovative in several ways. First, we extend our longitudinal reading research from preschool through middle and high school, grades which are understudied in reading development. We will build on recent advances in our understanding of the factor structure and predictors of reading comprehension by including measures of both the product of comprehension and ease of processing text, integration of information within single texts and across multiple texts, and consider the role of cognitive factors such as memory, executive function, and psychological factors such as motivation in reading comprehension. Second, we include two groups of students, English and Spanish-English bilinguals in our studies. Results will provide a sound basis for the development and testing of reading comprehension assessment, instruction, and intervention for older students and bilingual students.

项目摘要/摘要 阅读理解不良，这是美国的一个重大问题，导致就业减少 机会，贫困生活的可能性更大，住院率更高和健康状况不佳 通过不良健康素养的结果（美国卫生与公共服务部，2011年）。 我们国家的双语学生对阅读理解的不良风险比他们的更高 单语同龄人，增加了这些负面后果。 拟议研究的长期目标是检查阅读的结构 对中学生和高中生的理解，并确定哪种认知和语言 因素有助于阅读理解结果。我们将以先前的纵向工作为基础 由语言和阅读研究联盟（LARRC）和单语言进行的 双语阅读理解（MBRC）研究小组研究单语和西班牙语英语 最初在学前班评估的双语学生，并关注他们到第八和第十个 等级。我们还将招募一个新的10年级单语言英语和西班牙语英语组 双语学生横断研究以解决以下特定目的：（1）确定 10年级阅读理解的因素结构，以评估单因素模型是否为 足够或是否需要其他因素来考虑文本类型（叙述或 说明性）和测量类型（处理与产品）； （2）确定是否阅读 三年级的语言和认知技能预测了8年级或10年级的理解； （3） 确定进入学前班的儿童的特定目标1和2的发现是否有所不同 说西班牙语和儿童进入学龄前英语。 该项目在几种方面具有创新性。首先，我们扩展了纵向阅读研究 从学龄前到高中，阅读的成绩 发展。我们将基于对因素结构的理解以及 通过包括理解产物的衡量标准，阅读理解的预测指标 以及易于处理文本，单个文本和多个文本中信息的集成， 并考虑认知因素（例如记忆，执行功能和心理）的作用 诸如阅读理解动机之类的因素。第二，我们包括两组学生， 我们的研究中的英语和西班牙语 - 英语双语者。结果将为 阅读理解评估，教学和干预的阅读和测试 年龄较大的学生和双语学生。