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Taking the long view: understanding the precursors and consequences of poor reading comprehension identified in mid-childhood

着眼长远：了解童年中期阅读理解能力差的前兆和后果

基本信息

批准号：
ES/S016333/1
负责人：
Kate Nation
金额：
$ 30.27万
依托单位：
University of Oxford
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FS016333%2F1
关键词：
Taking long view understanding precursors

项目摘要

Basic research and education policy have focused on the challenge of how children learn to read words, and for good reason: being able to read words well is the critical "front end" of reading as it provides the means to access language from print. The ultimate goal of reading, however, is to understand what has been read - to construct meaning from text. Reading comprehension is complex and multi-faceted, drawing on a range of cognitive and linguistic operations. Some children find this disproportionately difficult. Approximately 5-10% of children are poor comprehenders: they read well for their age in terms of word reading, but this apparent success is superficial as they struggle to understand what they have read. Excellent progress has been made in understanding the nature of poor reading comprehension. We know that poor comprehenders' difficulties are not specific, but tend to occur in the context of language problems more generally. Experiments have revealed that poor comprehenders find it difficult to form a coherent and integrated understanding as they read and listen to language. Pleasingly, the quality of this evidence base has motivated the development of teaching approaches that have led to educationally meaningful improvements in the classroom. Critically, however, existing studies are small in scale and narrow in focus. The consequence of this is that there are significant gaps in our current scientific knowledge. This constrains our theories, and it also limits the conclusions that can be drawn to guide educational practice.One limitation is that most research has focused on mid-childhood. It is generally accepted the poor comprehender category is likely to be heterogenous. Yet little is known about the nature or extent of the heterogeneity, or the complex interplay of factors that lead some children to be at risk for poor comprehension by the time they enter school. A greater understanding of these issues is critical for scientific knowledge, and to guide early identification and targeted interventions in the classroom.Turning to later on in development, little is known about the educational outcomes of poor comprehenders in secondary school. Are their difficulties in primary school transient, or are they associated with under-achievement in secondary school, perhaps extending across the curriculum? What functional outcomes are associated with poor reading comprehension in terms of post-school destinations? Are poor comprehenders over-represented in NEETs - young people not in education, employment or training? Finally, studies of poor comprehenders have tended to focus on language and literacy, yet language and literacy do not operate in vacuum. Given the centrality of language for well-being, peer relations and life success, it is reasonable to predict that young people with poor comprehension will be at risk for a range of less positive social, emotional and behavioural outcomes. Complex co-occurrences need to be better understood in order to refine theory, and they also have important implications for the classroom and the type of intervention needed to support children's language, literacy and socio-emotional needs.We aim to fill these critical gaps in scientific knowledge by analysing data collected as part of The Avon Longitudinal Study of Parents and Children (ALSPAC). This study recruited over 14,000 pregnant women and has since followed their children into early adulthood. This extraordinarily rich dataset will allow us to identify the largest sample of UK poor comprehenders at 9 years of age. We will then assess the precursors and associated consequences of comprehension problems at a breadth, scale and time scale unparalleled by previous studies. ALSPAC's broad focus on health and wellbeing enables us to address the real-world correlates of comprehension difficulties as children develop socially, academically and professionally.

基础研究和教育政策都集中在儿童如何学习阅读单词的挑战上，这是有充分理由的：能够很好地阅读单词是阅读的关键“前端”，因为它提供了从印刷品中获取语言的手段。然而，阅读的最终目标是理解所读内容——从文本中构建意义。阅读理解是复杂且多方面的，涉及一系列认知和语言操作。有些孩子发现这极其困难。大约 5-10% 的儿童理解能力较差：他们在文字阅读方面的阅读能力符合其年龄，但这种表面上的成功是肤浅的，因为他们很难理解自己所读的内容。在理解阅读理解能力差的本质方面已经取得了巨大进展。我们知道，理解能力差的人所遇到的困难并不是特定的，而是更普遍地发生在语言问题的背景下。实验表明，理解能力差的人在阅读和聆听语言时很难形成连贯且完整的理解。令人高兴的是，这一证据基础的质量推动了教学方法的发展，从而在课堂上带来了具有教育意义的改进。然而，重要的是，现有研究规模较小且焦点狭窄。其结果是我们当前的科学知识存在巨大差距。这限制了我们的理论，也限制了可以得出的指导教育实践的结论。一个限制是大多数研究都集中在儿童中期。人们普遍认为，理解能力差的人可能是异质的。然而，人们对这种异质性的性质或程度，或者导致一些孩子在入学时面临理解能力差的风险的各种因素之间复杂的相互作用知之甚少。更好地理解这些问题对于科学知识至关重要，并指导课堂上的早期识别和有针对性的干预。转向后来的发展，人们对中学中理解能力差的人的教育成果知之甚少。他们在小学遇到的困难是暂时的，还是与中学成绩不佳有关，甚至可能延伸到整个课程？就毕业后目的地而言，哪些功能结果与较差的阅读理解能力相关？缺乏理解力的人在尼特族（即没有接受教育、就业或培训的年轻人）中所占比例是否过高？最后，对理解能力差的人的研究往往集中在语言和读写能力上，但语言和读写能力并不是在真空中运作的。鉴于语言对于幸福感、同伴关系和生活成功的核心作用，可以合理地预测，理解力差的年轻人将面临一系列不太积极的社交、情感和行为结果的风险。为了完善理论，需要更好地理解复杂的共现现象，它们对课堂以及支持儿童语言、读写能力和社会情感需求所需的干预类型也具有重要意义。我们的目标是通过分析雅芳家长和儿童纵向研究 (ALSPAC) 收集的数据来填补科学知识中的这些关键空白。这项研究招募了超过 14,000 名孕妇，并一直跟踪她们的孩子直至成年早期。这个极其丰富的数据集将使我们能够识别英国 9 岁理解能力较差的人的最大样本。然后，我们将以以往研究无法比拟的广度、规模和时间尺度评估理解问题的前兆和相关后果。 ALSPAC 对健康和福祉的广泛关注使我们能够解决儿童在社交、学术和职业发展过程中理解困难的现实相关问题。