An Integrated Data Approach to Exploring Racial Differences in Reading Intervention Effectiveness

探索阅读干预效果中种族差异的综合数据方法

• 批准号: 10567796
• 负责人: Jessica R. Toste
• 金额: $ 67.5万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-05-08 至 2028-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10567796
• 关键词: Academic achievement; Accounting; Achievement; Address; Affect; African American student; Age; Archives; Black race; Characteristics; Complex; Critical Race Theory; Data; Data Aggregation; Data Analyses; Data Set; Development; Disparity; Education; Effectiveness; Effectiveness of Interventions; Goals; Growth; Health; Individual; Individual Differences; Infrastructure; Intervention; Intervention Studies; Investments; Language; Measures; Methodology; Modeling; Oral; Outcome; Personal Satisfaction; Positioning Attribute; Poverty; Race; Reading; Reading Disabilities; Research; Research Personnel; Research Project Grants; Resources; Risk; Role; Sampling; Scientific Inquiry; Social Environment; Socioeconomic Status; Source; Statistical Models; Students; System; Systems Theory; Testing; Time; United States National Institutes of Health; academic intervention; data integration; data repository; disability; education research; eighth grade; evidence base; fourth grade; intervention effect; peer; psychologic; racial difference; reading ability; response; skills; stem; student participation; therapy development; treatment effect; treatment response

PROJECT SUMMARY Persistent, intractable challenges with reading acquisition present critical educational and health concerns as reading is a known indicator of lifetime earnings, general health, and overall wellbeing (OECD, 2012). Decades of educational research has contributed to the development and testing of supplemental reading interventions that provide intensive, targeted support to promote achievement for students with or at-risk for reading disability (RD). However, to date, there has been no comprehensive exploration of racial differences in reading intervention effectiveness. National data indicate that only 18% of Black students read at or above proficient levels in fourth grade, compared to 45% of their White peers (NAEP, 2019). This gap does not narrow with age (15% and 42% at eighth grade), nor has it narrowed over time (NAEP, 2019). Furthering our understanding of these disparities in reading achievement requires scientific inquiry that disentangles the role of race in determining intervention effectiveness. The exploration of racial differences has been dissuaded in part by a lack of representation of Black students in educational and psychological research (e.g., Graham, 1992; Graves et al., 2021; Lindo, 2006), and a predominantly race neutral approach to intervention development and testing. Thus, the overall goal of the proposed project is to aggregate data from rigorous studies of supplemental reading interventions for students with or at-risk for RD to investigate the presence of differential intervention effects between Black and White students. We use a cross-disciplinary framework that integrates bioecological systems theory, which recognizes sources of individual difference that stem from dynamic interactions within and between our social environments, with QuantCrit, a methodological subfield of critical race theory. Taken together, this framework recognizes that our interventions are likely not race neutral and complex systems may differentially affect the effectiveness of these interventions for certain groups of students. The proposed integrated dataset, representing more than 39 million dollars in federal research investment, will be archived and shared on the LDbase data repository. By leveraging the existing infrastructure of LDbase and making use of previously committed NIH resources, we are uniquely situated to address the overall goal of the research project through three specific aims (SA). First, we will assemble an integrated dataset with data from rigorous reading intervention studies (SA1). Second, we use the integrated data to determine whether there are differential intervention effects for Black students compared to their White peers (SA2). And finally, we identify characteristics of students, interventions, and outcomes that explain differential response to reading intervention for Black students as compared to their White peers (SA3).

项目摘要 阅读习得的持续，棘手的挑战将关键的教育和健康关注视为 阅读是终身收入，一般健康和整体健康状况的已知指标（OECD，2012年）。几十年 教育研究有助于补充阅读干预措施的发展和测试 这提供了密集的，有针对性的支持，以促进具有阅读或处于危险的学生的成就 残疾（RD）。但是，迄今为止，还没有对阅读种族差异的全面探索 干预有效性。国家数据表明，只有18％的黑人学生熟练地阅读或以上阅读 四年级的水平，而白人同龄人的45％（NAEP，2019年）。这个差距不会随着年龄的增长而缩小 （八年级时15％和42％），随着时间的流逝，它也没有缩小（NAEP，2019年）。进一步了解我们对 这些阅读成就方面的差异需要科学询问，以解散种族在 确定干预效率。种族差异的探索部分是由 黑人学生缺乏教育和心理学研究的代表性（例如，格雷厄姆，1992年； Graves等人，2021年； Lindo，2006年），主要是种族中立的干预发展方法和 测试。因此，拟议项目的总体目标是从严格研究中汇总数据 RD的学生或高危学生的补充阅读干预措施调查差异的存在 黑人和白人学生之间的干预影响。我们使用跨学科的框架 生物生态系统理论，它认识到源于动态的个体差异来源 我们的社交环境内部和之间的互动，与Quintrit（批判的方法论子领域） 种族理论。综上所述，这个框架认识到我们的干预措施可能不是中立的，并且 复杂的系统可能会差异地影响这些干预措施的某些群体的有效性 学生。拟议的综合数据集，代表超过3900万美元的联邦研究 投资将在LDBASE数据存储库上存档和共享。通过利用现有的 LDBase的基础架构并利用先前承诺的NIH资源，我们独特地位于 通过三个特定目标（SA）来解决研究项目的总体目标。首先，我们将组装一个 将数据集与严格阅读干预研究（SA1）的数据集成在一起。第二，我们使用集成的 数据以确定黑人学生是否有差异干预效果 同龄人（SA2）。最后，我们确定了解释学生的特征，干预措施和结果 与白人同龄人相比，黑人学生对阅读干预的反应（SA3）。