Resilience and risk in word inferencing and vocabulary growth for grade schoolers from low socioeconomic status homes

来自低社会经济地位家庭的小学生在单词推理和词汇量增长方面的弹性和风险

• 批准号: 2317734
• 负责人: Mandy Maguire
• 金额: $ 80.2万
• 依托单位: University of Texas at Dallas
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2317734&HistoricalAwards=false
• 关键词: Resilience; risk; word; inferencing; vocabulary

In grade school, learning new words allows children to access, think about, and discuss new ideas and building a robust, age appropriate vocabulary supports reading comprehension throughout school. Evidence shows that children from low socioeconomic homes, on average, have more difficulty learning new words from written materials in the classroom, though whether this carries over to learning from auditory materials is unclear. Further, some children from similar environments defy the odds and excel at word learning. In this project we use brain and behavioral measures to identify which children struggle vs excel at word learning, in which context (auditory vs written) and why. From this data we can provide tailored learning plans to help support vocabulary growth for all children in grade school, allowing each to reach their full potential. The objective of this proposal is to use behavioral and brain measures to study variability in the process of word inferencing (a key component of word learning) in the auditory and written modalities within a group of children from lower SES homes, and the implications of those differences for vocabulary growth 6 months and 1 year later. We study 250 children across 2 age groups: ages 8-9 and 11-12 (approx. 3rd-7th grade). These are ages when reading greatly improves, and expectations of “reading to learn” become critical across academics. Children complete language and cognitive assessments as well as auditory and written word inferencing tasks as their EEG is recorded. This is measured in relation to parent-completed home environment surveys. Assessments are conducted after 6 months and 1 year to measure vocabulary growth.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在小学，学习新单词让孩子们能够接触、思考和讨论新的想法，并建立一个强大的、适合年龄的词汇，支持整个学校的阅读理解。有证据表明，平均而言，来自低社会经济家庭的孩子在课堂上从书面材料中学习新单词的难度更大，尽管这是否会延续到从听觉材料中学习尚不清楚。此外，一些来自相似环境的孩子克服了困难，在单词学习方面表现出色。在这个项目中，我们使用大脑和行为测量来确定哪些孩子在单词学习方面有困难，哪些孩子擅长单词学习，在什么情况下(听觉和书面)以及为什么。根据这些数据，我们可以提供量身定制的学习计划，以帮助支持所有小学儿童的词汇增长，使每个孩子都能充分发挥他们的潜力。这项建议的目的是使用行为和大脑测量来研究一组来自较低社会经济地位家庭的儿童在听觉和书面形式的单词推理(单词学习的关键组成部分)过程中的变异性，以及这些差异对6个月和1年后词汇增长的影响。我们研究了两个年龄段的250名儿童：8-9岁和11-12岁(约3-7年级)。在这个时代，阅读能力有了很大提高，学术界对“通过阅读来学习”的期望变得至关重要。儿童在记录脑电的同时，完成语言和认知评估，以及听觉和文字推理任务。这是根据父母完成的家庭环境调查来衡量的。评估是在6个月和1年后进行的，以衡量词汇量的增长。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。