Do Characteristics of the Reader Contribute to Beginning Readers' Online and Offline Performances on Cohesive and Less-cohesive Texts?
读者的特征是否会影响初级读者在连贯性和非连贯性文本上的在线和离线表现?
基本信息
- 批准号:10204016
- 负责人:
- 金额:$ 10.32万
- 依托单位:
- 依托单位国家:美国
- 项目类别:
- 财政年份:2014
- 资助国家:美国
- 起止时间:2014-08-01 至 2024-06-30
- 项目状态:已结题
- 来源:
- 关键词:Analysis of CovarianceAnalysis of VarianceCharacteristicsChildCognitiveDataDevelopmentEarly identificationEye MovementsFaceFoundationsGoalsInterventionKnowledgeLeadLearningMeasuresMotivationOutcomePerformancePilot ProjectsPlaguePrincipal InvestigatorPsychometricsQuestion TextReaderReadingResearchSelf ConceptShort-Term MemoryStatistical MethodsStudentsTestingTextValidationcognitive skillcohesionfirst gradefourth gradeinsightintervention programliteracyminority studentnovelprogramspublic health relevancereading abilityself esteemskillstheoriesvisual tracking
项目摘要
Program Director/Principal Investigator (Last, First, Middle): Hannon, Brenda Ann Marie
Acquiring basic levels of reading is a problem that many children face and, without early identification/
intervention it can lead to low levels of self-esteem and motivation to learn, which are present as early as grade
one (Lyon, 2002). Indeed, 22% of white 4th grade students and 50% of minority students are below basic reading
levels in the U.S. (NAEP, 2011), begging the questions as to when and how we can enhance the reading
performances of our young readers. My pilot study shows that the contributions of some reader characteristics,
such as word skills and working memory, vary as a function of the cohesion level of a text (e.g., degree ideas in
a text are interconnected) and that these varying contributions occur with both post-text questions (i.e., an offline
measure of reading) and eye movements (i.e., online measures of reading) during the crucial window of
beginning reading (i.e., first 1.0 - 1.5 years of reading). The overall goal of this proposal is to further explore
these novel and theoretically-important findings. In Study One I determine the influences of reader characteristics
and text coherence on beginning readers’ performances on offline measures of reading. For this study I will use:
(ii) psychometric measures to assess the theoretically-important components of reading and (ii) cohesive and
less-cohesive texts. Data will be analyzed using multiple statistical methods to determine the
independent/interactive contributions that reader characteristics and text coherence make to beginning readers’
performances on offline reading measures (i.e., post-text questions). The results of this study will add to
theoretical knowledge about developmental reading, For example, this study will determine: (i) which theory is
best for explaining early literacy and (ii) whether coherent and less-coherent texts tap the same cognitive
mechanisms to the same extent. In Study Two I determine the contributions of reading characteristics and text
coherence to beginning readers’ performance on online measures of reading (i.e., eye movements). In this study
I again use psychometric measures to assess theoretically-important components of reading but I also record
beginning readers’ eye movements as they read coherent and less-coherent texts. The results of this study will
identify which theory(s) of reading is best for explaining online beginning reading. Moreover by examining the
underlying cognitive mechanisms of coherent versus less-coherent texts using the eye movements of beginning
readers, we can more completely understand the trajectory of online reading development. In summary, the
present proposal will be the first study to examine reader/text characteristics and online/offline measures
simultaneously in one study. It is expected that the results of this very integrative proposal will provide the critical
foundation of knowledge for identifying/refining/extending current theories of reading for beginning reading
which, in turn, is necessary for understanding the trajectory of reading.
OMB No. 0925-0001/0002 (Rev. 08/12 Approved Through 8/31/2015) Page Continuation Format Page
项目主管/首席研究员(最后,第一,中):汉农,布伦达·安·玛丽
项目成果
期刊论文数量(1)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
The Contributions of Informal Home Literacy Activities to Specific Higher-Level Comprehension Processes.
非正式家庭扫盲活动对特定高级理解过程的贡献。
- DOI:10.11114/jets.v6i12.3627
- 发表时间:2018
- 期刊:
- 影响因子:0
- 作者:Hannon,BrendaAnnMarie
- 通讯作者:Hannon,BrendaAnnMarie
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Brenda Hannon其他文献
Brenda Hannon的其他文献
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{{ truncateString('Brenda Hannon', 18)}}的其他基金
Do Characteristics of the Reader Contribute to Beginning Readers' Online and Offline Performances on Cohesive and Less-cohesive Texts?
读者的特征是否会影响初级读者在连贯性和非连贯性文本上的在线和离线表现?
- 批准号:
9489730 - 财政年份:2014
- 资助金额:
$ 10.32万 - 项目类别:
Do Assessments of Preschoolers Comprehension Processes Predict Future Reading
对学龄前儿童理解过程的评估是否可以预测未来的阅读能力
- 批准号:
8739096 - 财政年份:2014
- 资助金额:
$ 10.32万 - 项目类别:
Do Assessments of Preschoolers Comprehension Processes Predict Future Reading
对学龄前儿童理解过程的评估是否可以预测未来的阅读能力
- 批准号:
8898852 - 财政年份:2014
- 资助金额:
$ 10.32万 - 项目类别:
Do Assessments of Preschoolers Comprehension Processes Predict Future Reading
对学龄前儿童理解过程的评估是否可以预测未来的阅读能力
- 批准号:
9262963 - 财政年份:2014
- 资助金额:
$ 10.32万 - 项目类别:
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