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.

项目概要/摘要 今天的高中生需要理解和综合来自越来越多的信息 复杂、多样的文本。这些高级阅读理解需求体现在当前的教育中 标准，例如共同核心国家标准，以及通过的英语语言艺术课程 高中。学生应该“整合和解释”以及“反映和评估”跨学科的信息 文本类型、内容区域和演示媒体。问题是我们没有经过经验验证 反映高中生遇到的文本和任务复杂性的理论模型。更远， 现有的模型没有提供一个解释框架来说明单语相对于双语或双语的优势。 女学生多于男学生。缺乏基于证据的阅读理解结构模型 构成了阅读科学的一个关键差距，限制了我们解决有据可查的阅读的能力 美国高中生的赤字 第二个关键差距是缺乏全面的预测因素 超越简单的阅读观（SVR）并考虑其他认知影响的模型 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，随着它们的巩固或变化可能会变得更具影响力 青春期期间。第三个关键差距是缺乏从初中到高中的纵向研究 确定随着时间的推移而发挥作用的独特因素，这些因素可能会保护青少年免受以下疾病的侵害，或使他们面临更高的风险： 阅读理解能力差。这些因素的影响强度可能与影响阅读的因素不同 小学生的理解力。我们的项目 - 纵向阅读建模 青春期的理解：保护性因素和风险因素——汇集多学科 研究人员致力于解决这些知识差距并增进对高年级阅读理解的理解 学校学生。我们的主要目标是确定 11 年级的阅读理解结构， 澄清青春期内和跨青春期阅读理解的关键预测因素，并确定保护性和 阅读理解能力良好和较差的风险因素。我们以语言研究为基础 和阅读研究联盟（LARRC）以及单语和双语阅读理解 （MBRC）项目。这是继续我们的 LARRC 对学生进行纵向研究的独特机会 以英语单语或西班牙语-英语双语进入学前班。这两个 纵向小组现在是九年级。来自 MBRC 的其他纵向参与者（单语、 六年级的评估将继续在九年级和十一年级进行。我们将评估这四个纵向 11 年级的样本，以及 11 年级学生的新横截面样本。