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.

项目摘要 夏季低迷描述了暑假期间可能发生的学术技能的回归。的 一项拟议的研究调查了基于社会经济地位（SES）和阅读的夏季衰退风险 残疾（RD）状态。目前，有限的工作文件夏季阅读成果使用最近的数据集或 研究了夏季阅读活动的潜在保护作用。目前还没有研究 SES和RD状态的共同风险因素对夏季阅读的影响， 以及综合效应或将夏季阅读成果与学年成果联系起来。科学家，这 通过社会经济地位和/或研发状况消除环境状况的影响是至关重要的 在高风险时间段（夏季），并发现夏季阅读结果对 阅读成绩差距。实际上，这些信息对于制定有效的夏季计划至关重要。 建议、做法和政策，因为读者充其量可能会减缓发展，最坏的情况下可能会倒退， 导致不同阅读能力水平的学生之间的鸿沟越来越大。最终数据集将包括65个 典型的发展读者（TD）和65名学生与RD，与范围的SES代表在这两个群体 （4-6年级; 9-12岁），通过地区伙伴关系招募。目标是：（1）检查潜在的 夏季阅读量下降的原因和数量;（2）描述SES和RD的独特和共同贡献 （3）说明扫盲活动的类型和时间如何有助于 夏季阅读增长;（4）探索夏季阅读轨迹作为学年阅读的预测因子 结果。我们预测，TD组将在夏季显示缓慢但积极的阅读增长， 那些社会经济地位和/或RD低的人将在夏季的阅读中表现出夸张的下滑;而且，所有的群体都将表现出 通过增加对夏季扫盲活动的参与，减少了夏季的不景气。这项研究是新颖的， 通过SES和RD的组合透镜直接调查夏季阅读，考虑夏季 扫盲活动具有保护作用，将上一学年的教学效果与 通过与地区合作和使用嵌套分析模型，以及对翻译的影响，夏季经济衰退。 研究结果将产生与夏季阅读增长失败相关的因素和保护因素减弱 夏季低迷，并将告知建议，以最大限度地提高读者的所有能力水平。尽管 关于夏季衰退存在的普遍共识，它的证据主要来自有限的 使用过时的数据集和轶事经验进行研究。了解夏季的结果至关重要 缩小成绩差距。这些目标通过检查学习的影响与NIH CDBB的使命保持一致 残疾人（LD）的阅读，侧重于早期学习和社会经济地位因素，发展知识， 在一个被忽视的研究时间段（夏季）和可能的因果关系期间，LD的发展过程 环境因素的作用（通过扫盲活动），并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