Low-Literate Adult Learners and Morphological Processes: A Multi-skills Approach

低文化水平的成人学习者和形态过程：多技能方法

• 批准号: 8223806
• 负责人: Kathy Susan Binder
• 金额: $ 44.76万
• 依托单位: MOUNT HOLYOKE COLLEGE
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-30 至 2015-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8223806
• 关键词: Achievement; Address; Adult; Affect; Awareness; Basic Science; Behavior; Categories; Characteristics; Child; Child health care; Complex; Data; Development; Dimensions; Economic Factors; Education; Enrollment; Eye; Eye Movements; Foundations; Health; Health Insurance; Health Services Accessibility; Healthcare; Intervention; Knowledge; Learning; Methodology; Methods; Modification; Monitor; Names; National Institute of Child Health and Human Development; Nature; Occupations; Oral; Outcome Measure; Participant; Pattern; Performance; Phase; Population; Process; Reader; Reading; Research; Sampling; Semantics; Series; Services; Social support; Societies; Source; Speed; Structure; Students; Surface; Surveys; System; Transcription Process; Visual; Vocabulary; Writing; base; college; design; health literacy; high school; illiteracy; illiterate; intervention program; literacy; literate; phonology; programs; racial and ethnic; research study; skills; socioeconomics; sound; spelling; syntax; tool

DESCRIPTION (provided by applicant): This is a three year project designed to identify sources of reading and writing difficulty for students in adult basic education (ABE) programs. According to the 2003 NALS study, a significant number of adults struggle to read at a level adequate to function effectively in our society. The problem of adult illiteracy has a significant negative impact on job acquisition, civic participation, and informed access to healthcare. Not surprisingly, the small but growing body of research on this population of readers suggests that their reading behavior differs in significant ways from that of children matched on reading achievement. Unfortunately, the basic research foundation upon which to build assessment and intervention tools targeted to the unique characteristics of adults learning to read is still greatly impoverished in relation to what is known about children learning to read (NICHD, 2001). Thus, much of the intervention and assessment material used in ABE programs is based upon what we know about children. This project will expand the basic research foundation necessary to build effective assessment and intervention programs targeted to the specific needs of this population. This project will compare the reading and writing behavior of two groups of participants (adults with less than a 7th grade reading level who are currently enrolled in ABE programs and children who are matched on reading ability). Both groups will be matched on socio-economic factors and ethnic and racial background. While phonological awareness is seen by many as the most important aspect of literacy acquisition, the English system of writing is not purely alphabetic, rather, it is morphophonemic; words are represented in writing according to their meanings as well as the way they sound. Thus, this project will focus on the contributions of morphological factors as they relate to reading and writing development. We will use a multi-skills approach to understand how the morphological structure of complex words contributes to word recognition in oral reading, visual word recognition in silent reading while eye movements are monitored, and writing in these two groups of learners. Performance across the two groups will be compared to gain a more detailed understanding of the unique characteristics of the adult learning to read. PUBLIC HEALTH RELEVANCE: The problem of adult illiteracy serves as a barrier to health care and social support services. Adults are likely to encounter a number of health literacy tasks in their daily lives: fill a prescription, read preventative health articles, understand health insurance forms, and tend to their children's health care. The 2003 National Assessment of Adult Literacy specifically addressed health literacy in their survey and found that 49% of adults who did not graduate from high school scored in the Below Basic category of health literacy compared to 15% who did have a high school diploma and 3% who graduated from college.

描述（由申请人提供）：这是一个为期三年的项目，旨在确定来源的阅读和写作困难的学生在成人基础教育（ABE）计划。根据2003年NALS的研究，相当多的成年人努力阅读，以达到在我们的社会中有效发挥作用的水平。成人文盲问题对就业、公民参与和知情获得医疗保健有着重大的负面影响。毫不奇怪，对这一读者群体的研究虽然规模不大，但越来越多，表明他们的阅读行为与阅读成绩相匹配的儿童有很大的不同。不幸的是，与儿童学习阅读的已知情况相比，针对成人学习阅读的独特特征建立评估和干预工具的基础研究基础仍然非常薄弱（NICHD，2001年）。因此，ABE项目中使用的许多干预和评估材料都是基于我们对儿童的了解。该项目将扩大必要的基础研究基础，以建立针对这一人群具体需求的有效评估和干预方案。该项目将比较两组参与者的阅读和写作行为（目前参加ABE课程的阅读水平低于7年级的成年人和阅读能力相匹配的儿童）。这两个群体将在社会经济因素和族裔和种族背景方面进行匹配。虽然许多人认为语音意识是识字能力获得的最重要方面，但英语写作系统并不是纯粹的字母系统，而是语素系统;单词根据其含义以及发音方式在写作中表示。因此，本计画将着重探讨形态因素对阅读与写作发展的影响。我们将使用多技能的方法来了解复杂的单词的形态结构如何有助于单词识别在口头阅读，视觉单词识别在无声的阅读，而眼动监测，并在这两组学习者的写作。将比较两组学生的表现，以便更详细地了解成人学习阅读的独特特征。 与公共卫生的相关性：成人文盲问题是获得卫生保健和社会支助服务的一个障碍。成年人在日常生活中可能会遇到一些健康素养的任务：填写处方，阅读预防性健康文章，了解健康保险表格，并倾向于他们的孩子的医疗保健。2003年国家成人识字评估在其调查中特别提到了健康素养，发现49%的未从高中毕业的成年人在健康素养的基本类别中得分低于15%，而有高中文凭的成年人和3%的大学毕业生。