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

基本信息

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
项目类别：
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

项目摘要

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.

项目概要夏季低迷描述了暑假期间可能发生的学业技能的倒退。这拟议的研究根据社会经济地位（SES）和阅读调查了夏季经济衰退的风险残疾（RD）状态。目前，有限的工作使用最近的数据集或研究了夏季阅读活动的潜在保护作用。目前尚无研究检验 SES 和 RD 状态的常见风险因素对夏季阅读的影响，以消除独立性的歧义以及综合效应或将夏季阅读成果与学年成果联系起来。从科学角度来说，这努力对于通过 SES 和/或 RD 状态消除环境条件的贡献至关重要在高风险时期（夏季）并发现夏季阅读成果对阅读成绩差距。实际上，这些信息对于制定有效的夏季计划至关重要建议、实践和政策，因为读者最好的情况可能会减缓发展，最坏的情况可能会倒退，导致不同阅读能力水平的学生之间的差距日益扩大。最终数据集将包括 65 个典型发展读者 (TD) 和 65 名 RD 学生，两组均代表 SES 范围（4-6 年级；9-12 岁），通过学区合作伙伴招募。目标是：（1）检查潜力夏季阅读低潮的原因和数量； (2) 描述 SES 和 RD 的独特和共同贡献夏季阅读成果的状况； (3) 说明扫盲活动的类型和花费的时间如何有助于暑期阅读成长； (4) 探索夏季阅读轨迹作为学年阅读的预测因素结果。我们预测 TD 群体在夏季和夏季期间的阅读量将呈现缓慢但积极的增长那些SES和/或RD较低的人在夏季的阅读能力会出现夸张的下滑；并且，所有组都会显示随着夏季扫盲活动参与度的增加，夏季低迷现象有所缓解。这项研究的新颖之处在于通过SES和RD的结合镜头直接调查夏季阅读，考虑夏季识字活动具有保护作用，可以消除上学年教学的影响通过与各地区合作并使用嵌套分析模型来应对夏季经济衰退，并寻求转化影响。研究结果将得出与夏季阅读增长失败相关的因素和保护因素减弱的结果夏季低迷期，并将提供建议，以最大限度地提高所有能力水平的读者的进步。尽管尽管人们普遍认为夏季衰退的存在，但其证据很大程度上来自于有限的证据。使用过时的数据集和轶事经验进行研究。了解夏季结果对于缩小成就差距。通过检查学习的影响，这些目标与 NIH CDBB 的使命相一致阅读障碍（LD），关注早期学习和社会经济地位因素，发展有关阅读的知识 LD在被忽视的研究时期（夏季）的发展过程以及可能的因果关系环境因素的作用（通过扫盲活动），并强调预防和早期干预。

项目成果

期刊论文数量（2）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Socioeconomic dissociations in the neural and cognitive bases of reading disorders.

阅读障碍的神经和认知基础的社会经济分离。

DOI：
发表时间：
2022-12
期刊：
影响因子：
4.7
作者：
Romeo, Rachel R;Perrachione, Tyler K;Olson, Halie A;Halverson, Kelly K;Gabrieli, John D E;Christodoulou, Joanna A
通讯作者：
Christodoulou, Joanna A

Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates.

社会经济状况和阅读结果：神经生物学和行为相关。