Progression of reading and writing disabilities from late elementary to middle grades

从小学到初中的阅读和写作障碍的进展

• 批准号: 9769826
• 负责人: Yusra Ahmed
• 金额: $ 38.25万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-24 至 2021-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9769826
• 关键词: Academic achievement; Achievement; Address; Categories; Child; Cognitive; Complex; Connecticut; Data; Demographic Factors; Development; Dimensions; Equation; Financial Hardship; Gender; Genetic Transcription; Growth; Health; Intervention; Knowledge; Learning Disabilities; Literature; Measurement; Measures; Mediating; Mediation; Methods; Middle School Student; Modeling; Names; Nature; Organizational Productivity; Outcome; Performance; Phase; Phenotype; Process; Productivity; Public Health; Reading; Research; Schools; Severities; Societies; Specific qualifier value; Structure; Students; System; Testing; Time; Vocabulary; Work; Workplace; Writing; cognitive process; comparison group; comprehension test; design; disability; dynamic system; effective intervention; elementary school; essays; improved; indexing; individual variation; junior high school; novel; outcome prediction; phonological awareness; reading comprehension; skills; social; sociodemographics; spelling; theories; therapy development

The purpose of the current project is to improve our understanding how and to what extent higher-order component skills of reading (vocabulary, background knowledge, inferencing and strategies) and writing (complexity, organization, productivity, revision and editing) interact, and how they relate to changes in reading comprehension and writing across late elementary and middle grades. We focus on children with learning disabilities (LDs) as identified by dimensional and non-dimensional approaches and compare with typically developing students. This project has three specific aims. Aim 1 (reading comprehension) builds on experimental literature and evaluates the direct and mediated directional relations among components of reading (e.g., inferencing and background knowledge) and reading comprehension across grades 3-8. Historically, research on reading has mismatched the approach (reading comprehension as an outcome) and framework (reading comprehension as a system), employing methods that essentially treat reading comprehension as a unidimensional outcome rather than a complex system as described by cognitive models of reading. Aim 1 draws on data collected from a state agency to fit structural equation models (SEM) using item-level data to derive reliable sub-scales of higher-order component skills. This approach is particularly useful as it allows the focus to shift from reading as an outcome to a complex set of processes that influence change in outcome. The data for this phase of the project come from students (N = 42,095) in grades 3-8 in Connecticut (collected in 2008-2013). Aim 2 (writing) evaluates the development of components of writing and how they relate to written expression in typically developing, and children with LD. While research on writing has historically treated written expression as a multi-dimensional system, studies relating component skills and writing are often not informed by theories that specify the nature of their direct and mediated relations. In this phase of the project, we will analyze essays (N = 6,000) to obtain indices of writing quality/productivity using automated scoring to determine how writing develops as a function of higher-order processes of writing (e.g., revision, editing, organization). Aim 3 (co-development) examines how reading interacts with writing over time by assessing both longitudinally, for different components of reading and writing, different types of writing outcomes, and for students with and without LD. There is insufficient research on the development of higher- order components of reading and writing in typically developing and children with LD. Results will expand knowledge about direct and mediated relations among components in novel ways (e.g., across reading and writing domains), their effect on academic achievement at the same time-point and longitudinal development across elementary and middle school. The results will help to better characterize the reading and writing difficulties of students with LD.

当前项目的目的是提高我们的理解方式以及在多大程度上高阶 阅读的组成技能（词汇，背景知识，推论和策略）和写作 （复杂性，组织，生产力，修订和编辑）互动，以及它们与阅读的变化如何相关 跨初级和中级的理解和写作。我们专注于学习的孩子 通过维度和非二维方法确定的残疾（LDS），通常与 发展的学生。该项目具有三个特定的目标。目标1（阅读理解）建立在 实验文献并评估组件之间的直接和中介定向关系 阅读（例如，推论和背景知识）以及3 - 8年级的阅读理解。 从历史上看，对阅读的研究使这种方法不匹配（阅读理解是一种结果）和 框架（将理解理解作为系统），采用基本处理阅读的方法 理解为一维结果，而不是认知模型所描述的复杂系统 阅读。 AIM 1利用从国家机构收集的数据，使用结构方程模型（SEM）使用 项目级数据可得出高阶组件技能的可靠子量表。这种方法尤其是 很有用，因为它可以使重点从阅读作为结果转变为一组影响的复杂过程 结果改变。该项目阶段的数据来自3 - 8年级的学生（n = 42,095） 康涅狄格州（2008 - 2013年收集）。目标2（写作）评估写作组成部分的发展和 它们与典型发展中的书面表达方式以及LD的孩子之间的关系。在写作研究的同时 历史上将书面表达视为多维系统，研究组件技能和 通常不会由指定其直接关系性质的理论来告知写作。在这个 该项目的阶段，我们将分析论文（n = 6,000），以获取使用质量/生产力的索引 自动评分以确定写作如何发展为高阶写作过程的函数（例如， 修订，编辑，组织）。 AIM 3（共同开发）研究阅读如何与写作相互作用 通过纵向评估阅读和写作的不同组成部分，不同类型的写作来评估时间 结果，对于有和没有LD的学生。关于更高的发展没有足够的研究 在典型发展和儿童的LD读取和写作的订购组成部分。结果将扩大 以新颖的方式（例如，跨阅读和 写作领域），它们在同一时间点和纵向发展中对学术成就的影响 跨小学和中学。结果将有助于更好地描述阅读和写作 LD学生的困难。