Summer slide, glide, or gain: The effects of socioeconomic status and reading disability on summer reading outcomes

夏季下滑、下滑还是增益：社会经济地位和阅读障碍对夏季阅读结果的影响

• 批准号: 10202985
• 负责人: JOANNA CHRISTODOULOU
• 金额: $ 47.88万
• 依托单位: MGH INSTITUTE OF HEALTH PROFESSIONS
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10202985
• 关键词: Academic skills; Accounting; Achievement; Address; Age; Agreement; Attenuated; Behavioral; COVID-19; Categories; Characteristics; Child; Clinical; Cognition; Consensus; Data Analyses; Data Set; Detection; Development; Developmental Course; Diagnostic; Diagnostic Factor; Dyslexia; Early Intervention; Educational Models; Environmental Risk Factor; Face; Foundations; Future; Goals; Growth; Growth Factor; Institutional Review Boards; Instruction; Investigation; Knowledge; Learning; Learning Disabilities; Link; Measures; Mission; Modeling; Monitor; Names; Nature; Outcome; Performance; Policies; Protocols documentation; Reader; Readiness; Reading; Reading Disabilities; Recommendation; Research; Resources; Risk; Risk Factors; Role; Schools; Seminal; Slide; Socioeconomic Factors; Socioeconomic Status; Student recruitment; Students; Testing; Time; United States National Institutes of Health; Work; base; clinical practice; disability; experience; high risk; improved; innovation; insight; language comprehension; learning outcome; lens; literacy; low socioeconomic status; neglect; novel; peer; phonology; preventive intervention; protective factors; reading ability; reading comprehension; reading difficulties; recruit; school district; sex; socioeconomics

PROJECT SUMMARY Summer slump describes the regression of academic skills that can occur during summer vacation. The proposed study investigates the risk for summer slump based on socioeconomic status (SES) and reading disability (RD) status. Currently, limited work documents summer reading outcomes using recent datasets or examines the potential protective impact of summer reading activities. There is no current research examining the impact on summer reading of the common risk factors of SES and RD status to disambiguate independent and combined effects or linking summer reading outcomes with academic year outcomes. Scientifically, this effort is essential for disambiguating contributions of environmental circumstances via SES and/or RD status during a high risk time period (summer) and for discovering the contribution of summer reading outcomes to the reading achievement gap. Practically, this information is crucial for developing effective summer recommendations, practices and policies, as readers at best may slow development and at worst regress, contributing to a growing divide among students of different reading ability levels. Final datasets will include 65 typically developing readers (TD) and 65 students with RD, with the range of SES represented in both groups (grades 4-6; ages 9-12), recruited through district partnerships. The objectives are to: (1) examine the potential for, and amount of, reading summer slump; (2) characterize unique and shared contributions of SES and RD status to summer reading outcomes; (3) indicate how type of and time spent on literacy activities contribute to summer reading growth; and (4) explore summer reading trajectories as predictors of school year reading outcomes. We predict that the TD group will show slowed but positive reading growth during the summer and those with low SES and/or RD will show an exaggerated summer slump in reading; and, all groups will show attenuated summer slump with increased participation in summer literacy activities. This study is novel in its direct investigation of summer reading through the combined lens of SES and RD, consideration of summer literacy activities as protective, disentangling the effects of instruction during the previous school year from summer slump by partnering with districts and using nested analytic models, and for translational implications. Findings will yield factors associated with failed summer reading growth and protective factors attenuating summer slump, and will inform recommendations to maximize progress for readers of all ability levels. Despite general agreement on the existence of summer slump, evidence for it has largely been derived from limited research using dated datasets and anecdotal experiences. Understanding summer outcomes are crucial to closing the achievement gap. These goals align with NIH CDBB's mission by examining the impact of learning disabilities (LDs) on reading, focusing on early learning and SES factors, developing knowledge about the developmental course of LDs during a neglected time period for research (the summer) and possible causal roles of environmental factors (via literacy activities), and emphasizing prevention and early intervention.

项目总结 暑期低迷描述的是暑假期间可能出现的学习技能衰退。这个 建议的研究基于社会经济地位(SES)和阅读调查夏季不景气的风险 残疾(RD)状态。目前，有限的工作使用最近的数据集或 研究暑期阅读活动的潜在保护作用。目前还没有研究检验 影响夏季阅读的常见危险因素SES和RD状态的独立性消解 以及综合影响，或将暑期阅读结果与学年结果联系起来。从科学上讲，这 努力对于通过SES和/或RD地位消除环境环境的影响是至关重要的 在高风险时期(夏季)，并发现夏季阅读结果对 阅读成绩差距。实际上，这些信息对于开发有效的夏季至关重要。 建议、做法和政策，因为读者往好了说可能会减缓发展，往坏了说可能会倒退， 导致不同阅读能力水平的学生之间的差距越来越大。最终数据集将包括65个 典型的发展读者(TD)和65名RD学生，两组都有SES的范围 (4-6年级；9-12岁)，通过地区伙伴关系招募。我们的目标是：(1)检查潜在的 阅读夏季不景气的数量；(2)描述SES和RD的独特和共享贡献 阅读状况与暑期阅读结果；(3)说明扫盲活动的类型和时间如何有助于 暑期阅读增长；以及(4)探索暑期阅读轨迹作为学年阅读的预测指标 结果。我们预测TD集团的阅读增长将在夏季和 那些SES和/或RD低的人会在阅读中表现出夸大的夏季低迷；而且，所有的组都会显示 通过增加对夏季扫盲活动的参与，缓解了夏季的不景气。这项研究具有创新性。 通过SES和RD的联合镜头直接调查夏季阅读，对夏季的考虑 扫盲活动作为保护性的，将上一学年的教学效果与 通过与地区合作，使用嵌套分析模型，以及翻译含义，来应对夏季衰退。 研究结果将得出与夏季阅读增长失败相关的因素和减弱阅读能力的保护性因素 夏季不景气，并将通知建议，以最大限度地进步，为所有能力水平的读者。尽管 普遍同意夏季衰退的存在，证据很大程度上来自有限的 使用过时的数据集和轶事经验进行研究。了解夏季结果对于 缩小成绩差距。通过研究学习的影响，这些目标与NIH CDBB的使命一致 阅读障碍(LDS)，注重早期学习和SES因素，发展关于阅读的知识 在被忽视的研究时间段(夏季)内LDS的发展历程及其可能的原因 环境因素的作用(通过扫盲活动)，强调预防和早期干预。

项目成果

Socioeconomic dissociations in the neural and cognitive bases of reading disorders.

• DOI: 10.1016/j.dcn.2022.101175
• 发表时间: 2022-12
• 期刊: DEVELOPMENTAL COGNITIVE NEUROSCIENCE
• 影响因子: 4.7
• 作者: Romeo, Rachel R.;Perrachione, Tyler K.;Olson, Halie A.;Halverson, Kelly K.;Gabrieli, John D. E.;Christodoulou, Joanna A.
• 通讯作者: Christodoulou, Joanna A.

Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates.

• DOI: 10.1002/cad.20475
• 发表时间: 2022-07
• 期刊: New directions for child and adolescent development
• 影响因子: 2.8