The Role of Knowledge Retrieval in Inference-making among Rural, Middle Grade Struggling Readers

知识检索在农村中学生推理中的作用

• 批准号: 10435063
• 负责人: Amy Elizabeth Barth
• 金额: $ 32.99万
• 依托单位: WILLIAM JEWELL COLLEGE
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10435063
• 关键词: Academic support; Address; Adult; Area; Centers for Disease Control and Prevention (U.S.); Characteristics; Child; College Preparation; Comprehension; Data Collection; Development; Effectiveness of Interventions; English Learner; Funding; Goals; Individual Differences; Intervention; Intervention Studies; Knowledge; Knowledge acquisition; Learning; Learning Disabilities; Literature; Measures; Memory; Methodology; Methods; Modeling; Outcome; Performance; Play; Population; Process; Randomized Controlled Trials; Reader; Reading; Reporting; Request for Applications; Research; Research Design; Retrieval; Risk; Role; Running; Rural; Rural Community; Schools; Semantic memory; Services; Short-Term Memory; Speed; Structural Models; Students; Techniques; Testing; Text; Time; Universities; Validation; Variant; Vocabulary; Work; career preparation; community center; effectiveness evaluation; effectiveness testing; efficacy testing; experimental study; follow-up; health literacy; improved; learning strategy; long-standing disparities; metacognition; minority student; multilevel analysis; performance tests; public education; reading ability; reading comprehension; rural poverty; rural setting; skills; teacher; theories; therapy design; tutoring; undergraduate research experience

Project Summary/Abstract Recent research shows that inferencing improves across grades 6-12, uniquely accounts for variance in sentence- and passage-level comprehension, and individual differences in inferencing relate in a principled way to variations in reading comprehension for readers of all abilities (Barth et al., 2015; Barnes et al., 2015). These findings suggest that comprehension requires inferencing and that comprehension fails when readers do not possess relevant knowledge or can only slowly retrieve and integrate knowledge from text or semantic memory during reading (Kendeou, 2015). Yet, very little research has examined how inferencing changes as a function of changes in knowledge. To extend this limited body of research, this application requests three years of funding to conduct two experimental studies designed to (a) examine the relationship between knowledge retrieval and inferencing (Aim 1) and (b) determine the effectiveness of an intervention that improves knowledge retrieval and inferencing (Aim 2) among rural, middle grade struggling readers. This proposal also seeks to expand research opportunities for undergraduates at Buena Vista University (Aim 3). The research design uses 316 struggling readers in grades 5-8 who attend a rural school. To test Aim 1, the effects of knowledge retrieval (accuracy and speed) on inferencing will be modeled without dichotomizing the distribution. Linear mixed effect models will be fit to determine whether reader characteristics (i.e., knowledge retrieval, metacognition, reading comprehension, word reading efficiency, background knowledge, working memory, and grade) make unique contributions to inferencing across the posttest and follow-up data collection time points. To test Aim 2, we will first consider several structural models as students may be nested in teachers, schools, and tutors. We will run unconditional models to estimate the intraclass correlation for each level of the study design. If significant interclass correlations emerge, we will fit multilevel models to evaluate the effectiveness of the intervention while controlling for covariates such as pre-test performance on inference-related measures and child-attributes such as English learner status. Our primary analysis plan assumes an intent-to-treat model in which we test the efficacy of two intact conditions. We will also estimate effect sizes to report the magnitude of difference between the two conditions. Expected outcomes include (a) the identification of a method that effectively facilitates knowledge retrieval and the application of relevant knowledge to form inferences among rural, middle grade, struggling readers; (b) the validation of an intervention that teaches rural, struggling middle grade readers how to activate, retrieve, and interweave relevant knowledge with information in the text and accurately form inferences while reading that can be broadly implemented in middle grade classrooms; and (c) expansion of undergraduate research opportunities at Buena Vista University by integrating students on the research team with the knowledge and skills to successfully implement these randomized controlled trials.

项目总结/摘要 最近的研究表明，推理能力在6-12年级之间得到了提高，这是唯一一个解释了 句子和句子水平的理解，以及推理中的个体差异以一种原则性的方式相关 对于所有能力的读者的阅读理解的变化（Barth等人，2015;巴恩斯等人，2015年）。这些 研究结果表明，理解需要推理，当读者不这样做时， 拥有相关知识或只能缓慢地从文本或语义记忆中提取和整合知识 在阅读期间（Kendeou，2015）。然而，很少有研究探讨推理如何作为一个功能的变化 知识的变化。为了扩展这一有限的研究机构，本申请要求三年的资金 进行两项实验研究，旨在（a）检查知识检索和 推理（目标1）和（B）确定改善知识检索的干预的有效性， 推理（目标2）在农村，中等年级挣扎的读者。这一提议还寻求扩大研究 为布埃纳维斯塔大学的本科生提供机会（目标3）。研究设计采用316奋斗 在农村学校就读的5-8年级的读者。为了测试目标1，知识检索的效果（准确性和 速度）对推理的影响将被建模，而不对分布进行二分。线性混合效应模型将 适合于确定读取器特性（即，知识提取，元认知，阅读理解， 单词阅读效率、背景知识、工作记忆和成绩）对 在后测和随访数据收集时间点进行推断。为了测试目标2，我们将首先考虑 作为学生的几种结构模型可以嵌套在教师、学校和导师中。我们会无条件逃跑 模型来估计研究设计的每个水平的组内相关性。如果组间显著相关 出现，我们将适合多层次模型来评估干预的有效性，同时控制 协变量，如测试前的表现，推理相关的措施和儿童属性，如英语 学习者身份。我们的主要分析计划假设了一个意向治疗模型，在该模型中，我们测试了两种药物的疗效。 完整的条件。我们还将估计效应量以报告两者之间的差异程度 条件预期成果包括：（a）确定有效促进知识的方法 检索和应用相关知识，形成农村、中等、奋斗 读者;（B）验证一种干预措施，教导农村，挣扎中的中学读者如何激活， 检索，并将相关知识与文本中的信息交织在一起，准确地形成推理， 阅读，可以广泛地实施在中等年级的教室;和（c）扩大本科生 研究机会在布埃纳维斯塔大学通过整合学生的研究团队与 成功实施这些随机对照试验的知识和技能。

项目成果

Scaffolding Inference-making for Adolescents with Disabilities that Impact Reading.

• DOI: 10.1177/10534512211024929
• 发表时间: 2022-03
• 期刊: INTERVENTION IN SCHOOL AND CLINIC
• 影响因子: 0.8
• 作者: Barth, Amy E.;Thomas, Cathy Newman
• 通讯作者: Thomas, Cathy Newman

Exploring reading profiles of rural school students.

• DOI: 10.1007/s11881-022-00276-y
• 发表时间: 2023-07
• 期刊: ANNALS OF DYSLEXIA
• 影响因子: 2.3
• 作者: Daniel, Johny;Barth, Amy
• 通讯作者: Barth, Amy

The Role of Knowledge Availability in Forming Inferences with Rural Middle Grade English Learners.

知识可用性在农村中年级英语学习者形成推论中的作用。

• DOI: 10.1016/j.lindif.2021.102006
• 发表时间: 2021
• 期刊: Learning and individual differences
• 影响因子: 3.6
• 作者: Barth,AmyE;Daniel,Johny;Roberts,Gregory;Vaughn,Sharon;Barnes,MarciaA;Ankrum,Ethan;Kincaid,Heather
• 通讯作者: Kincaid,Heather

Error Patterns in the Knowledge-Based Inference-Making of Less Skilled Middle-Grade Readers: An Exploratory Study.

技能较差的中级读者基于知识的推理中的错误模式：一项探索性研究。

• 发表时间: 2022
• 期刊: International journal for research in learning disabilities
• 作者: Barth,AmyE;Thomas,CathyNewman;Kincaid,Heather;Ankrum,Ethan;Ruiz,Brandon;Salazar,Leslie
• 通讯作者: Salazar,Leslie