Testing the Effectiveness, Sustainability and Scalability of an Individualized Reading Program for African-American, Latino and Euro-American Inner City Children

测试针对非裔美国人、拉丁裔和欧美内城儿童的个性化阅读计划的有效性、可持续性和可扩展性

• 批准号: 0115676
• 负责人: William Labov
• 金额: --
• 依托单位: University of Pennsylvania
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-10-01 至 2007-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0115676&HistoricalAwards=false
• 关键词: Testing; Effectiveness; Sustainability; Scalability; Individualized

This project extends an individualized reading program, IRM, based on a linguistic analysis of reading errors of inner city African American children, to Latino and Euro-American school populations. In the first year of the project a comparative study will be made of the reading errors of 720 children in the 3rd and 4th grades in Philadelphia, Atlanta, and East Palo Alto, equally divided among four racial/ethnic groups: African American, Euro-American, English-reading dominant Latino, and Spanish-reading dominant Latino. The analysis will lead to interventions modeled after those developed from the IRM program. In the second year these interventions will be tested for Latino and Euro-American struggling readers. In year 3 a randomized study will be done in Philadelphia and Atlanta testing the IRM intervention within the school day, during the school day and extended day care, and without IRM but with the standard reading curriculum in all four groups of children.

该项目基于对市中心非裔美国儿童阅读错误的语言学分析，将个性化阅读计划IRM扩展到拉美裔和欧洲裔美国学生群体。在该项目的第一年，将对费城、亚特兰大和东帕洛阿尔托的720名3年级和4年级儿童的阅读错误进行比较研究，这些儿童平均分为四个种族/民族：非裔美国人、欧洲裔美国人、以英语阅读为主的拉丁裔和以西班牙语阅读为主的拉丁裔。该分析将导致仿照IRM计划制定的干预措施。在第二年，这些干预措施将在拉美裔和欧美苦苦挣扎的读者中进行测试。在第三年，将在费城和亚特兰大进行一项随机研究，在所有四组儿童中测试IRM干预在上学日、上学日和延长日托期间的情况，以及没有IRM但有标准阅读课程的情况。