Reading Comprehension in Monolingual and Bilingual Children

单语和双语儿童的阅读理解

• 批准号: 10229534
• 负责人: Shelley I, PHD, CCC-SLP Gray
• 金额: $ 51.46万
• 依托单位: ARIZONA STATE UNIVERSITY-TEMPE CAMPUS
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-15 至 2023-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10229534
• 关键词: Address; Child; Cognitive; Complex; Cross-Sectional Studies; Development; Education; Educational Curriculum; English Learner; Environment; Goals; Growth; Health; Home; Intervention; Language; Learning; Length; Literature; Longitudinal Studies; Measurement; Measures; Methods; Modeling; Motivation; Nursery Schools; Oral; Outcome; Outcome Measure; Performance; Reading; Research; Research Personnel; Risk; Sampling; School Drop-Outs; Short-Term Memory; Structural Models; Structure; Students; Testing; Text; Theoretical model; Time; United States National Academy of Sciences; Vocabulary; Weight; Work; bilingualism; educational atmosphere; evidence base; high risk; innovation; kindergarten; language comprehension; listening comprehension; literacy; prevent; psychologic; reading comprehension; recruit; sixth grade; skills; sound; success; tenth grade

PROJECT SUMMARY/ABSTRACT Poor reading comprehension is a longstanding problem in the U.S. that has not improved over the past two decades. Poor reading comprehension causes children to struggle academically, to drop out of school, to earn less over their lifetime, and puts them at high risk for poor health outcomes (National Academy of Sciences, 2004). Our long-term goal is to develop methods for preventing and treating reading comprehension problems by understanding the changing structure of reading across development and the cognitive, psychological, and ecological mechanisms that contribute to reading comprehension outcomes. We will continue our longitudinal study of reading comprehension, conducted by the Language and Reading Research Consortium (LARRC), with two groups of children - those who entered preschool speaking primarily English and those who entered preschool as Spanish-English dual-language learners. We will also recruit new groups of 6th and 10th grade monolingual English and Spanish-English bilingual students for cross-sectional studies. We will address the following specific aims: (1) Determine which language, cognitive, and pre-reading skills in preschool and kindergarten, or growth in these skills from preschool to kindergarten, most accurately predicts reading comprehension in grade 6; (2) Determine whether there are children with late emerging reading comprehension problems in grade 6 and if so, whether they can be identified using language, cognitive, and pre-reading measures from PK or K; (3) Determine the factor structure for reading comprehension in grades 6 and 10 to assess whether a single-factor model of reading comprehension is sufficient or whether additional factors are required to take into account text type (i.e., narrative versus expository) and measurement type (i.e., processing versus product), and whether there are differences between grades; (4) Determine whether a new model of reading that includes multiple indicators for cognitive, psychological, and ecological factors better predicts reading comprehension in grades 6 and 10 than models with fewer factors and indicators examined in prior literature.; and (5) Determine whether findings for Aims 1-4 differ for children who entered preschool speaking English and children who entered preschool as Spanish-English dual-language learners. This project is innovative in the length of time we follow students (preschool through grade 6), the breadth and depth of cognitive, psychological, and ecological skills assessed, and the study of both English and Spanish-English bilingual students using both longitudinal and cross-sectional samples. Results will positively impact our ability to identify children at risk for poor reading comprehension, even before they learn to read, and will provide a sound basis for the development and testing of reading comprehension assessments, curricula, and interventions for older students and DLLs.

项目摘要/摘要 在美国，不良阅读理解是一个长期存在的问题 二十年。阅读不良的理解使儿童在学术上挣扎，辍学，到 一生中的赚钱较少，并使他们的健康成果差的高风险（美国国家学院 科学，2004年）。我们的长期目标是开发预防和治疗阅读理解的方法 通过理解跨发展和认知能力的阅读结构的变化来解决问题， 心理和生态机制有助于阅读理解结果。我们将 继续我们对语言和阅读研究进行的阅读理解的纵向研究 财团（LARRC）有两组孩子 - 那些进入学龄前的孩子主要是英语 那些以西班牙语英语双语言学习者进入幼儿园的人。我们还将招募新小组 六年级和10年级单语言英语和西班牙语英语双语学生，用于横断面研究。 我们将解决以下具体目的：（1）确定哪种语言，认知和预读技能 学龄前和幼儿园，或从学龄前到幼儿园的这些技能的增长，最准确地预测 6年级的阅读理解； （2）确定是否有较晚读书的孩子 6年级的理解问题，如果是这样，是否可以使用语言，认知和 PK或K的预读措施； （3）确定6年级阅读理解的因素结构 10评估单个因素的阅读理解模型是否足够或是否额外 需要考虑文本类型（即叙述与说明性）和测量类型需要因素 （即处理与产品），以及等级之间是否存在差异； （4）确定是否 更好的阅读模型，包括多个针对认知，心理和生态因素的指标 比在6年级和10年级中预测阅读理解的理解，比在检查中较少的因素和指标的模型 先前的文献。 （5）确定AIMS 1-4的发现对于进入学龄前儿童的儿童是否有所不同 说英语和儿童，他们以西班牙语英语双语言学习者的身份进入幼儿园。 该项目在我们关注学生的时间长度上是创新的（幼儿园至6年级）， 评估的认知，心理和生态技能的广度和深度以及对英语的研究 以及西班牙语英语学生使用纵向和横截面样本。结果将 积极影响我们识别有差阅读理解差的孩子的能力，甚至在他们学习之前 阅读，并将为阅读理解的发展和测试提供合理的基础 评估年龄较大的学生和DLL的评估，课程和干预措施。

项目成果

The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics.

• DOI: 10.1080/10888438.2020.1831503
• 发表时间: 2021
• 期刊: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading
• 作者: Currie NK;Francey G;Davies R;Gray S;Bridges MS;Restrepo MA;Thompson MS;Ciraolo MF;Hu J;Cain K
• 通讯作者: Cain K