Reading Skill: Modeling Individual and Text Interactions

阅读技巧：建模个人和文本交互

• 批准号: 7137080
• 负责人: DEBRA Lynn LONG
• 金额: $ 30.46万
• 依托单位: UNIVERSITY OF CALIFORNIA AT DAVIS
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-08-01 至 2011-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7137080
• 关键词: behavior test; clinical research; comprehension; data collection; decision making; eye movements; human subject; language development; learning; longitudinal human study; mathematical model; psychometrics; reading; short term memory; university student

DESCRIPTION (provided by applicant): Text Comprehension is an important means of knowledge acquisition in almost all domains. The ability to process complex, written information is essential if individuals are to make informed decisions regarding their physical, emotional, and financial well being. Reading involves complex interactions between reader-related factors (e.g., word-decoding skill, background knowledge) and text-related properties (e.g., syntactic complexity, coherence). The goal of this study is to understand how reader characteristics and text properties combine to influence reading processes and comprehension performance. We capitalize on recent advances in psychometrics, involving multilevel modeling, to examine reader and text interactions in a more sophisticated manner than has been possible before. In this study, reading time is decomposed to reveal the subcomponent processes of comprehension. Properties of words, sentences, and texts are used to predict reading-specifically, young adults' eye movements and fixations. The relations between specific text properties and reading are then used as criterion variables in second-level analyses to determine how they are influenced by a large number of reader characteristics (e.g., word-decoding ability, working-memory (WM) capacity). One aim of this proposal is to investigate two closely related, theoretical issues. First, what accounts for the covariation between performance on WM tasks and sentence understanding? We compare models in which the covariation is due to individual differences in WM capacity and models in which the covariation is due to individual differences in language skill and experience. Second, what is the nature of reading skill? We compare models in which differences in skill are due to variation in a single mechanism (e.g., word-decoding ability) and models in which differences are due to variation in multiple mechanisms- language specific mechanisms, such as word-decoding skill, and general cognitive mechanisms, such as WM capacity, This project is relevant to public health in its potential to improve the comprehensibility of written health information. Comprehension is facilitated to the extent that the properties of the text match the skills of the reader. This project can contribute to the development of guidelines for text revision that will improve comprehension in heterogeneous groups of readers.

描述（由申请人提供）：文本理解是几乎所有领域知识获取的重要手段。处理复杂的书面信息的能力是必不可少的，如果个人要做出明智的决定，他们的身体，情感和财务福祉。阅读涉及读者相关因素之间的复杂相互作用（例如，单词解码技能、背景知识）和文本相关属性（例如，句法复杂性、连贯性）。本研究的目的是了解读者特征和文本属性如何结合联合收割机影响阅读过程和理解成绩。我们利用心理测量学的最新进展，涉及多层次建模，研究读者和文本的互动，在一个更复杂的方式比以前可能。本研究通过对阅读时间的分解，揭示了阅读理解过程的各个子过程。单词、句子和文本的属性被用来预测阅读，特别是年轻人的眼球运动和注视。然后，特定文本属性和阅读之间的关系被用作二级分析中的标准变量，以确定它们如何受到大量读者特征（例如，单词解码能力、工作记忆（WM）容量）。本建议的目的之一是研究两个密切相关的理论问题。首先，是什么解释了工作记忆任务的表现和句子理解之间的协变？我们比较模型中的协变是由于WM容量的个体差异和模型中的协变是由于语言技能和经验的个体差异。第二，阅读技能的本质是什么？我们比较了其中技能差异是由于单一机制（例如，单词解码能力）和模型，其中差异是由于多种机制的变化-语言特异性机制，如单词解码技能，和一般认知机制，如WM能力。该项目与公共卫生有关，因为它有可能提高书面健康信息的可理解性。文本的属性与读者的技能相匹配，这有助于理解。这个项目可以促进文本修订的指导方针的发展，这将提高异质群体的读者的理解。