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，在幼儿园之前或之后不久的口语词汇困难会导致小学阶段的阅读困难，而阅读困难又会导致小学后期的数学和科学困难。然而，到目前为止，大多数调查口语词汇、阅读、数学和科学困难之间理论化的相互关系的实证研究都使用了有限普遍性的小型临床或方便样本，包括相对较少的协变量，并且同时或仅在短时间内检查了这些关系。因此，口语词汇困难是否以及在多大程度上导致阅读困难，进而导致美国小学数学和科学困难，在很大程度上是未知的。该项目将研究小学阶段的口语词汇、阅读、数学和科学困难之间的相互关系，对这些类型的学习困难的早期发病和长期动态提供更多的科学知识。这样做应该有助于识别共同干扰STEM学习的认知、行为、情感和社会条件，包括儿童学校生涯的早期。这些分析还应在STEM干预措施可能最有效的时期为这些干预措施的提供和设计提供信息。本项目将分析两个具有全国代表性的纵向数据集（即2011年幼儿纵向研究-出生队列和幼儿园队列，或ECLS-B和ECLS-K:2011），以调查幼儿园前或幼儿园前口语词汇困难的风险因素。该团队还将研究幼儿园和一年级的口语词汇和阅读困难在多大程度上增加了儿童在以后的年级中遇到数学和科学困难的风险。为了更好地实现该项目的研究目标，将使用一系列先进的分析方法，包括多层模型、潜在生长和生长混合模型，以及随机和固定效应的结构方程模型。本项目由美国国家科学基金会EHR核心研究（ECR）项目支持。ECR项目强调在该领域产生基础知识的基础STEM教育研究。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。该项目支持积累有力的证据，为理解、构建理论进行解释提供信息，并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。该奖项反映了美国国家科学基金会的法定使命，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.