Vocabulary and Reading Difficulties in Preschool and 1st Grade and their Consequences for Mathematics and Science Achievement in 1st-5th Grade

人们认为，幼儿园之前或之后不久的口头词汇困难会导致小学年级的阅读困难，而这反过来又会导致小学高年级的数学和科学困难。然而，迄今为止，大多数实证研究调查的理论之间的相互关系的口语词汇，阅读，数学和科学的困难，使用小的临床或方便的样本有限的概括性，包括相对较少的协变量，并检查的关系同时或仅在短时间内。因此，口语词汇困难是否以及在多大程度上会导致阅读困难，进而导致美国小学各年级的数学和科学困难，在很大程度上是未知的。这个项目将研究整个小学年级的口语词汇，阅读，数学和科学困难之间的相互关系，产生更多的科学知识，这些类型的学习困难的早期发病和随着时间的推移动态。这样做应该有助于确定集体干扰STEM学习的认知，行为，情感和社会条件，包括儿童早期的学校生涯。这些分析还应告知STEM干预措施的交付和设计，这些干预措施可能是最有效的。2011年早期儿童纵向研究-出生队列和幼儿园队列，或ECLS-B和ECLS-K：2011），以调查幼儿园之前或幼儿园口语词汇困难的风险因素。该小组还将研究在多大程度上口语词汇和阅读困难，在幼儿园和一年级增加儿童的风险，经历数学和科学的困难，在以后的年级。为了最好地解决该项目的研究目标，将使用一系列先进的分析方法，包括多层次建模，潜在增长和增长混合建模，以及随机和固定效应的结构方程建模。该项目由NSF的EHR核心研究（ECR）计划支持。ECR计划强调基础STEM教育研究，产生该领域的基础知识。投资是在关键领域是必不可少的，广泛的和持久的：干学习和干学习环境，扩大参与干，干劳动力发展。该计划支持积累强有力的证据，为理解、建立理论解释、提出干预和创新建议，以应对STEM兴趣、教育、学习和参与方面的持续挑战提供信息。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Oral vocabulary difficulties before or soon after kindergarten are thought to result in reading difficulties during the primary grades, which in turn are thought to result in mathematics and science difficulties during the later elementary grades. To date, however, most empirical studies investigating the theorized inter-relations between oral vocabulary, reading, and mathematics and science difficulties have used small clinical or convenience samples of limited generalizability, included relatively few covariates, and examined the relations concurrently or only over short time periods. Thus, whether and to what extent oral vocabulary difficulties result in reading difficulties and, in turn, mathematics and science difficulties across the elementary grades in the U.S. is largely unknown. This project will examine the inter-relations between oral vocabulary, reading, mathematics, and science difficulties throughout the elementary grades, yielding greater scientific knowledge about the early onset and over-time dynamics of these types of learning difficulties. Doing so should help identify the cognitive, behavioral, affective, and social conditions that collectively interfere with STEM learning including early in children's school careers. These analyses should also inform the delivery and design of STEM interventions at time periods when such interventions may be the most effective.This project will analyze two nationally representative and longitudinal datasets (i.e., the Early Childhood Longitudinal Study-Birth Cohort and Kindergarten Cohort of 2011, or ECLS-B and ECLS-K:2011) to investigate risk factors for oral vocabulary difficulties prior to or by kindergarten. The team will also examine to what extent oral vocabulary and reading difficulties during kindergarten and 1st grade increase children's risk of experiencing mathematics and science difficulties in later grades. To best address the project's research aims, a range of advanced analytical methods will be used including multilevel modeling, latent growth and growth mixture modeling, and structural equation modeling with random and fixed effects. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.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.