Monolingual and Bilingual Reading Comprehension in Middle and High School Students

中学生单语和双语阅读理解

基本信息

批准号：
10179437
负责人：
Mindy S Bridges
金额：
$ 41.18万
依托单位：
UNIVERSITY OF KANSAS MEDICAL CENTER
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-01 至 2023-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10179437
关键词：
15 year old Address Adolescent Age Area 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 Structural Models 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

项目摘要

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.

项目概要/摘要阅读理解能力差是美国的一个严重问题，导致就业减少机会、生活贫困的可能性更大、住院率更高以及健康状况不佳健康素养差造成的后果（美国卫生与公众服务部，2011 年）。我们国家的双语学生阅读理解能力差的风险比他们的学生高只会说一种语言的同龄人，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中学生和高中生的理解能力，并确定哪些认知和语言能力影响阅读理解结果的因素。我们将以之前的纵向工作为基础由语言和阅读研究联盟 (LARRC) 和单语和双语阅读理解（MBRC）研究小组研究单语和西班牙语-英语最初在学前班接受评估的双语学生，并跟踪他们直到第八和第十年成绩。我们还将招募一批新的十年级单语英语和西班牙语-英语小组双语学生进行横断面研究，以实现以下具体目标： (1) 确定十年级阅读理解的因子结构来评估单因子模型是否有效足够或是否需要额外因素来考虑文本类型（叙述性或说明）和测量类型（加工与产品）； (2)判断是否读取八年级或十年级的理解能力是通过三年级的语言和认知技能来预测的；和（3）确定特定目标 1 和 2 的结果对于进入学前班的儿童是否有所不同说西班牙语，而进入学前班的孩子说英语。该项目在多个方面具有创新性。首先，我们扩展纵向阅读研究从学前班到初中和高中，阅读不足的年级发展。我们将基于对要素结构和理解的最新进展通过包括理解产物的测量来预测阅读理解以及易于处理文本、单个文本内和跨多个文本的信息集成，并考虑认知因素的作用，例如记忆、执行功能和心理阅读理解动机等因素。其次，我们包括两组学生，我们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、指导和干预的开发和测试高年级学生和双语学生。