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: 8729100
• 负责人: Amy Elizabeth Barth
• 金额: $ 8.67万
• 依托单位: UNIVERSITY OF MISSOURI-COLUMBIA
• 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/8729100
• 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.

描述(由申请人提供)：国内和国际研究表明，相当数量的青少年没有充分理解复杂的课文，阻碍了他们在学校取得成功，阻碍了他们在竞争日益激烈的工作环境中获得大专学习和就业机会(Biancarosa&Snow，2004；Kamil，Borman，Dole，Kral，Salingner，&Torgesen，2008)。因此，这项申请的目的是通过NIH临床科学家指导研究职业发展奖(K08)请求对五年指导研究的支持，以便更好地理解青少年读者无法理解他们阅读的材料的原因。培训计划将集中在以下领域：(1)认知、发展和神经心理学的理解和学习理论/模型；为识别影响语言和阅读理解发展的语言、特定文本和领域一般认知过程而设计的基本认知实验(主要导师：巴恩斯)；(2)设计理论上有动机的、可靠的和有效的文本认知过程测量[以及测量、IRT、多层次建模和实验设计方面的高级培训](导师：Francis)；(3)整合这些信息，以设计、实施和评估针对青少年贫困儿童的干预措施(导师：沃恩)；以及(4)编写赠款，并制定良好的出版记录(导师：弗莱彻)。该研究计划有三个具体目标，将集中在(1)阅读理解的语言、语篇水平的认知过程和神经心理过程，(2)推理和信息整合的技能，(3)设计可靠和有效的推理和信息整合的措施。