Modeling Longitudinal Reading Comprehension in Adolescence: Protective and Risk Factors

青春期纵向阅读理解建模：保护因素和风险因素

• 批准号: 10586662
• 负责人: Mindy S Bridges
• 金额: $ 67.06万
• 依托单位: UNIVERSITY OF KANSAS MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-05-02 至 2028-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10586662
• 关键词: Achievement; Address; Adolescence; Adolescent; Adopted; Affect; Child; Cognitive; Common Core; Complex; Educational Curriculum; English Language; Ethnic Origin; Female; Foundations; Goals; High School Student; Home; Influentials; Intervention; Knowledge; Language; Language Arts; Linguistics; Longitudinal Studies; Modeling; Motivation; Nature; Nursery Schools; Participant; Race; Reader; Reading; Recording of previous events; Research; Research Personnel; Risk; Risk Factors; Sampling; Science; Source; Structure; Students; Testing; Text; Theoretical model; Time; Work; academic standard; base; bilingualism; elementary school; eleventh grade; evidence base; executive function; high risk; high school; improved; junior high school; listening comprehension; male; multidisciplinary; ninth grade; non-verbal; predictive modeling; protective factors; psychologic; reading ability; reading comprehension; reading difficulties; school environment; sex; sixth grade; theories

Project Summary/Abstract Today's high school students are required to understand and synthesize information from increasingly complex, diverse texts. These advanced reading comprehension demands are reflected in current educational standards, such as the Common Core State Standards, and in the English Language Arts curricula adopted by high schools. Students are expected to `integrate and interpret' and to `reflect and evaluate' information across text types, content areas, and presentation media. The problem is that we do not have empirically validated theoretical models that reflect the text and task complexities encountered by high school students. Further, extant models do not provide an explanatory framework for the advantage for monolingual over bilingual or female over male students. This lack of evidenced-based models of the structure of reading comprehension constitutes a critical gap in reading science that limits our ability to address the well-documented reading deficits of high school students in the U.S. A second critical gap is the lack of comprehensive predictor models that go beyond the simple view of reading (SVR) and consider additional cognitive influences on reading comprehension, such as executive function, as well as psychological and ecological factors, such as motivation and the school environment, which may become more influential as they consolidate or change during adolescence. A third critical gap is the lack of longitudinal studies from middle to high school that can identify unique factors operating over time that may protect adolescents from, or place them at higher risk of, poor reading comprehension. These may differ in their strength of influence from those affecting reading comprehension in elementary school students. Our project - Modelling Longitudinal Reading Comprehension in Adolescence: Protective and Risk Factors - brings together multidisciplinary researchers to address these knowledge gaps and advance understanding of reading comprehension in high- school students. Our principal goals are to determine the structure of reading comprehension in 11th grade, clarify key predictors of reading comprehension within and across adolescence, and to identify protective and risk factors for good and poor reading comprehension. We build on our research conducted as the Language and Reading Research Consortium (LARRC) and the Monolingual and Bilingual Reading Comprehension (MBRC) project. This is a unique opportunity to continue our LARRC longitudinal study of students who entered preschool as monolingual English speakers or as Spanish-English bilingual speakers. These two longitudinal groups are now in 9th grade. Additional longitudinal participants from MBRC (monolingual, bilingual) assessed in 6th grade will continue in 9th and 11th grades. We will assess these four longitudinal samples in 11th grade, and a new cross-sectional sample of 11th graders.

项目摘要/摘要 当今的高中生必须从越来越多地了解和综合信息 复杂，多样的文字。这些先进的阅读理解要求反映在当前的教育中 标准，例如通用核心州标准，以及在英语艺术课程中采用的标准 高中。期望学生“整合和解释”，并“反映和评估”信息 文本类型，内容区域和演示媒体。问题是我们没有经验验证 理论模型反映了高中生遇到的文本和任务复杂性。更远， 现有的模型不能为单语言而不是双语或 女学生。缺乏基于证据的阅读理解结构模型 构成阅读科学的关键差距，该差距限制了我们解决有据可查的阅读的能力 美国高中生的缺陷是第二个关键差距是缺乏全面的预测指标 超越了阅读的简单观点（SVR）的模型，并考虑对其他认知影响 阅读理解，例如执行功能以及心理和生态因素，例如 动机和学校环境，随着巩固或改变的影响，它们可能会变得更有影响 在青春期。第三个关键差距是缺乏从中学到高中的纵向研究 确定随着时间的推移运行的独特因素，这些因素可能保护青少年，或者将其置于更高的风险中， 阅读理解不佳。这些可能与影响阅读的人的影响力有所不同 小学生的理解。我们的项目 - 建模纵向阅读 青春期理解：保护性和风险因素 - 汇集了多学科 研究人员解决这些知识差距，并提高对高级阅读理解的理解 学校学生。我们的主要目标是确定11年级阅读理解的结构， 阐明在青春期内和整个青春期阅读理解的关键预测指标，并确定保护性和 良好和不良理解的风险因素。我们以作为语言进行的研究为基础 以及阅读研究联盟（LARRC）和单语和双语阅读理解 （MBRC）项目。这是继续我们对学生的纵向研究的独特机会 以单语英语的人或西班牙语英语双语演讲者的身份进入幼儿园。这两个 纵向群体现在为9年级。来自MBRC的其他纵向参与者（单语， 在六年级评估的双语）将在9年级和11年级继续进行。我们将评估这四个纵向 11年级的样品，以及11年级的新横截面样本。