Language, Cognitive, and Neuropsychological Processes in Reading Comprehension

阅读理解中的语言、认知和神经心理过程

• 批准号: 8240329
• 负责人: Amy Elizabeth Barth
• 金额: $ 11.95万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-01-02 至 2016-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8240329
• 关键词: Adolescent; Adult; Area; Child; Clinical; Cognitive; Complex; Comprehension; Development; Employment Opportunities; Experimental Designs; Goals; Grant; Individual Differences; International; Intervention; K-Series Research Career Programs; Knowledge; Language; Learning; Measurement; Measures; Mediating; Mediation; Mentors; Modeling; Monitor; Morphology; Outcome; Process; Process Measure; Psyche structure; Psychometrics; Publications; Reader; Readiness; Reading; Relative (related person); Research; Schools; Scientist; Snow; Source; Structure; Students; Testing; Text; Training; United States National Institutes of Health; Vocabulary; Word Processing; Workplace; Writing; base; college; design; health literacy; language processing; meetings; neuropsychological; skills; success; syntax; theories; tool

DESCRIPTION (provided by applicant): National and international studies have revealed that significant numbers of adolescents do not adequately comprehend complex texts, impeding their success in school, access to post-secondary learning, and employment opportunities within our increasingly competitive work environment (Biancarosa & Snow, 2004; Kamil, Borman, Dole, Kral, Salingner, & Torgesen, 2008). Thus, the purpose of this application is to request support for five years of mentored research through the NIH Mentored Clinical Scientist Research Career Development Award (K08) in order to better understand why adolescent readers fail to understand the material they read. The training plan will focus on the following areas: (1) cognitive, developmental, and neuropsychological theories/models of comprehension and learning; the design of basic cognitive experimentation for the purpose of identifying language, text-specific, and domain general cognitive processes that influence language and reading comprehension development (primary mentor: Barnes); (2) the design of theoretically motivated, reliable, and valid measures of text-level cognitive processes [and advanced training in measurement, IRT, multi-level modeling, and experimental design] (mentor: Francis); (3) the integration of this information to design, conduct, and evaluate interventions for adolescent poor comprehenders (mentor: Vaughn); and (4) grant writing and development of a strong publication record (mentor: Fletcher). The research plan has 3 specific aims that will focus on (1) the language, text-level cognitive processes, and neuropsychological processes that underlie reading comprehension, (2) the skills that underlie inference making and the integration of information, and (3) the design of reliable and valid measures of inference making and integration of information. PUBLIC HEALTH RELEVANCE: Reading is an essential component of college and workplace readiness as well as basic health literacy. The proposed research examines the skills important for comprehension of text and for inference making. Assessments for measuring inference making will also be developed.

描述（由申请人提供）：国家和国际研究表明，大量的青少年没有充分理解复杂的文本，阻碍他们在学校的成功，获得中学后的学习，并在我们日益竞争激烈的工作环境中的就业机会（Biancarosa & Snow，2004; Kamil，Borman，多尔，Kral，Salingner，& Torgesen，2008）。因此，本申请的目的是通过NIH指导临床科学家研究职业发展奖（K 08）请求支持五年的指导研究，以更好地理解为什么青少年读者无法理解他们阅读的材料。培训计划将集中在以下几个方面：（1）理解和学习的认知、发展和神经心理学理论/模型;设计基本的认知实验，以确定影响语言和阅读理解发展的语言、文本特定和领域一般认知过程（主要导师：巴恩斯）;（2）设计理论动机，可靠，有效的文本级认知过程测量[和测量，IRT，多层次建模和实验设计的高级培训]（导师：弗朗西斯）;（3）整合这些信息，为青少年贫困的青少年提供设计、实施和评估干预措施（导师：沃恩）;（4）资助写作和发展强大的出版记录（导师：弗莱彻）。研究计划有三个具体目标，将集中在（1）语言，文本层次的认知过程，和神经心理学过程的基础阅读理解，（2）的技能，基础推理和信息整合，（3）设计可靠和有效的措施，推理和信息整合。 公共卫生相关性：阅读是大学和工作场所准备以及基本健康素养的重要组成部分。拟议的研究探讨的技能，重要的理解文本和推理。还将制定衡量推理能力的评估。