Developing Dynamic Forecasting Intervention Models for Upper Elementary Students

描述(由申请人提供)：拟议的研究有几个具体且相互关联的目标：(1)密切考察4-5年级儿童课堂教学的性质和变异性；(2)调查儿童从4年级到5年级末的语言和识字发展，包括理解策略的发展和在阅读叙事和说明性文本时推理的使用；这包括使用眼球跟踪法使用阅读理解策略；(3)考察4和5年级教学对儿童语言和识字发展的贡献。这包括检查具体教学策略的效果是否取决于个别儿童的语言和识字技能。也就是说，是否存在儿童特征(儿童X指令)交互作用？(4)建立适合四、五年级学生的动态预测干预模型，该模型考虑了儿童X教育的交互作用。动态预测干预模型使用多水平模型根据儿童的语言和识字技能来预测个别儿童的最佳教学模式(即，导致更大的阅读技能增长)。这项研究的目标将通过建立和扩展调查从一年级到三年级的个性化识字指导对学生识字发展的影响的研究来实现。两项一年级的研究表明，接受个别化指导、使用动态预测干预模型的儿童比对照班级的儿童表现出更大的阅读技能增长。在拟议的研究中，目前正在参加三年级学习并已完成一年级和二年级学习(n=225)的学生及其同学将被跟踪到四年级和五年级(预计总共550名学生，8所学校的30个四年级和五年级教室)。他们的语言和识字能力将在秋季和春季进行评估。课堂教学将被观察、录像，并为每个孩子的秋末、冬季和初春进行编码。眼球跟踪方法将被用来更密切地检查儿童阅读策略的使用。这项研究的数据将使对儿童识字技能发展的密切审查成为可能--包括确定可能对特定类型的教学作出反应的识字关键组成部分之间的复杂和相互作用的联系。将使用多层次线性建模，包括交叉分类的随机效果模型来进行分析。通过阐明儿童评估的语言和识字技能以及提供的教学数量和类型之间的可量化的、尽管复杂的联系，动态预测干预模型可能对增加对儿童如何学习复杂的多维认知任务(如阅读)以及从一年级到五年级的教学在促进这一学习方面的关键作用的理解具有重要意义。从长远来看，这些结果有可能指导设计和实施更有效的小学高年级识字教学。 与公共健康相关：在当今信息驱动的世界里，熟练的识字技能至关重要，但三分之二的儿童在小学期间未能获得熟练的阅读技能。通过了解四年级和五年级课堂教学如何影响儿童的识字发展，我们可以开发精通阅读的动态预测模型，用于设计和实施更有效的四年级和五年级教学。

DESCRIPTION (provided by applicant): The proposed study has several specific, interrelated aims: (1) To closely examine the nature and variability of the classroom instruction 4th-5th grade children receive; (2) To investigate children's language and literacy development from 4th grade through the end of 5th grade including development of comprehension strategies and use of inferences in reading narrative and expository text; this includes the use of reading comprehension strategies using eye-tracking methodology; (3) To examine the contribution of 4th and 5th grade instruction to children's language and literacy development. This includes examining whether the effect of specific instructional strategies depends on individual children's language and literacy skills. That is, are there child characteristic by instruction (child X instruction) interactions? and (4) To develop dynamic forecasting intervention models for 4th and 5th grade students, which take into account child X instruction interactions. Dynamic forecasting intervention models use multilevel models to predict optimal patterns of instruction (i.e., that lead to greater reading skill growth) for individual children based on their language and literacy skills. The study aims will be met by building on and extending research that investigates the effect of individualized literacy instruction from 1st through 3rd grade on students' literacy development. Two studies in 1st grade reveal that children, who received individualized instruction, using dynamic forecasting intervention models, demonstrated greater reading skill growth than did children in control classrooms. For the proposed study, students who are currently participating in the 3rd grade study and who have completed the 1st and 2nd grade study (n = 225), and their classmates, will be followed into 4th and 5th grade (total anticipated n = 550 students, 30 4th and 5th grade classrooms in 8 schools). Their language and literacy skills will be assessed in the fall and spring. Classroom instruction will be observed, video-taped, and coded for each child late fall, winter, and early spring. Eye-tracking methods will be used to examine more closely children's use of reading strategies. Data from this study will permit the close examination of children's literacy skill development - including identifying the complex and transactional associations among key components of literacy that may respond to particular types of instruction. Multilevel hierarchical linear modeling, including cross-classified random effects models, will be used to conduct the analyses. By explicating quantifiable, albeit complex, links between children's assessed language and literacy skills and amounts and types of instruction to be provided, dynamic forecasting intervention models may have important implications for increasing understanding of how children learn complex multidimensional cognitive tasks (such as reading) and the critical role of instruction from first through fifth grade in facilitating this learning. Long term, these results have the potential of guiding the design and implementation of more effective literacy instruction in the upper elementary grades. PUBLIC HEALTH RELEVANCE: Proficient literacy skills are critical in today's information driven world and yet two-thirds of children fail to achieve proficient reading skills during elementary school. By understanding how 4th and 5th grade classroom instruction, across the content areas, affects children's literacy development, we can develop dynamic forecasting models of proficient reading that can be used to design and implement more effective instruction for 4th and 5th graders.