Learning Disabilities, Reading Comprehension, and the Classroom Environment.

随着学习障碍儿童在普通教育课堂上得到越来越多的服务，对干预模式的反应已经变得普遍，更好地了解支持或不支持学习障碍儿童的课堂学习环境有可能改善他们的结果，减少转介到特殊教育的机会。拟议的项目以两个大型和独特的数据库为基础，有三个具体和相互关联的目标。首先，我们将使用一个包括4000多名一年级到五年级儿童的大型数据集来检查教学、教师和同伴效应。这些儿童参加了NICHD资助的关于学生阅读教学个别化的研究(ISI，Connor，Morison，Fishman，Schatschneider和Undenwood，2007)，因此有录像带的课堂观察(每个教室三个~秋季，冬季和春季)和广泛的评估，包括阅读理解，解码，语音意识，口语，写作，执行功能，数学和动机。此外，还有大约425名从一年级到三年级的儿童的纵向数据，以及一小部分被跟踪到五年级的样本。其次，我们将利用广泛的佛罗里达州进度监测报告网络(PMRN)数据库来跟踪这4000名儿童过渡到初中和高中的过程。第三，我们将进行两项实验研究，招募实验时即将上初中和高中的ISI学生，以更好地了解阅读理解和学习记忆的机制，这些机制可能与课堂环境相互关联。这些因素包括表现力、动机、压力和焦虑。在广泛的实施中，建议的研究结果有可能改善学习困难儿童及其同学的普通教育课堂，阐明学习困难儿童向初中和高中的过渡，以及小学教育对这些过渡的缓解或干扰方面，并通过确定潜在的干预机制来改善阅读理解教学。

As children with learning disabilities (LD) are increasingly served in general education classrooms, where response to intervention models (RTI) have become pervasive, better understanding classroom learning environments that support or do not support children with LD has the potential to improve their outcomes and reduce referrals to special education. Building on two large and unique data bases, the proposed project has three specific and inter-related aims. First, we will use a large data set that includes over 4000 children in first through fifth grade to examine instruction, teacher, and peer effects. These children participated in the NICHD funded studies on Individualizing Student Instruction in Reading (ISI, Connor, Morrison, Fishman, Schatschneider, & Undenwood, 2007) and so there are videotaped classroom observations (three per classroom ~ fall, winter, & spring) and an extensive battery of assessments including reading comprehension, decoding, phonological awareness, oral language, writing, executive functions, mathematics, and motivation. In addition, there are longitudinal data for approximately 425 children from 1st through 3rd grade and a smaller sample who were followed through 5th grade. Second, we will draw on the extensive Florida Progress Monitoring Reporting Network (PMRN) data base to follow these 4000 children through their transition to middle and high school. Third, we will conduct two experimental studies, recruiting the ISI students who will be in middle school and high school at the time ofthe experiments to better understand the mechanisms underlying reading comprehension and LD that may be related reciprocally to the classroom environment. These include enacted representation, motivation, stress, and anxiety. Broadly implemented, the results ofthe proposed studies have the potential to improve general education classrooms for children with LD and their classmates, to explicate the transition to middle and high school for children with LD and the aspects of elementary schooling that ease or interfer with these transitions, and to improve reading comprehension instruction by identifying potential mechanisms for intervention.