An Epidemiological and Longitudinal Study of Rural Child Literacy Trajectories

农村儿童识字轨迹的流行病学和纵向研究

• 批准号: 8747177
• 负责人: Lynne VERNON-FEAGANS
• 金额: $ 63.99万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-07-20 至 2019-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8747177
• 关键词: Accounting; Achievement; Adult; African American; Americas; Area; Birth; Characteristics; Child; Child Development; Childhood; Competence; County; Data; Development; Distal; Education; Employment; Epidemiologic Studies; Epidemiology; Family; Family Characteristics; Funding; Future; Gender; Grant; Healthcare; Home environment; Instruction; Knowledge; Language; Learning; Libraries; Life; Longitudinal Studies; Minority; Modeling; Mothers; National Institute of Child Health and Human Development; Parenting behavior; Parents; Pathway interactions; Play; Poverty; Process; Race; Reading; Recruitment Activity; Research; Resources; Risk; Rural; Rural Community; Sampling; Schools; Services; Shapes; Staging; Students; Subgroup; Time; Variant; Vocabulary; boys; critical period; early childhood; elementary school; fifth grade; first grade; junior high school; literacy; parental role; programs; public health relevance; reading comprehension; rural area; seventh grade; skills; suburb; success; teacher; third grade

DESCRIPTION (provided by applicant): Elementary school is the critical period for setting the stage for children's future academic success. The most important academic skill that is developed during this period is literacy, without which most other content area material cannot be learned well. Research has found that literacy trajectories often become fixed in early elementary school, especially for children at risk. A fixed downward path in literacy during middle childhood is especially prevalent for children living in low-wealth rural communities, many of whom are African American. There are important processes at play during this middle childhood period that can help us understand children's diverging literacy pathways. This particular developmental period is critical to our understanding of how child skills, instruction, and parenting may interact to shape the emerging competence in literacy. This project capitalizes on the data already collected on a large representative sample of children living in rural poverty who have been followed since birth. The Family Life Project has been an 11 year program project funded by NICHD. This carefully selected sample used an epidemiological frame to recruit a representative sample of every baby born to a mother who resided in one of six poor rural counties. The 1292 children in the FLP have extensive data from birth on children's development, including: observed parenting input in the home (sensitivity, language input, and parent resources) from 6 months to 1st grade, observed quality of instruction in the classroom from K through 3rd grade, teacher ratings of literacy instructional time and content from K through 3rd grade; and child literacy skills in vocabulary, word recognition and reading comprehension from K-3rd grade. The proposed project would add observed quality of instruction and teacher ratings of instruction in 5th grade as well as assessed child literacy skils at 5th grade and 7th grade. Through our examination of the characteristics of families, parenting, schools, classrooms, and teachers, we will be able to better account for the different trajectories in child achievement by race, poverty, and gender as well as by school poverty level throughout elementary school and into middle school. Understanding whether early vs. later quality of instruction in elementary school is more important in predicting literacy skills as wellas whether the quality of instruction across elementary school still has an influence in accounting for later 7th grade literacy will be important to explore. Furthermore, it is critically important o understand whether high quality of instruction is more important for children with lower literacy skills in comparison to other children as well as whether instruction is more important for our other risk groups (African American, poverty status, gender and school poverty) in predicting literacy skills. This project will contribute uniquely to our understanding of whether specific observed child skill X teacher instruction interactions during elementary school predict literacy achievement in children in low-wealth rural areas during elementary school and into middle school, above and beyond parenting and demographic covariates.

描述（由申请人提供）：小学是为孩子未来的学业成功奠定基础的关键时期。在此期间培养的最重要的学术技能是识字，没有识字，大多数其他内容领域的材料都无法学好。研究发现，识字轨迹往往在小学早期就固定下来，特别是对有风险的儿童。在童年中期，识字率固定下降的路径对于生活在低财富农村社区的儿童尤其普遍，其中许多是非洲裔美国人。在这个童年中期，有一些重要的过程在起作用，这些过程可以帮助我们理解儿童不同的识字途径。这一特殊的发展时期对于我们理解儿童技能、教育和养育如何相互作用以形成识字能力至关重要。该项目利用了从出生起就接受跟踪的大量有代表性的农村贫困儿童样本中收集的数据。家庭生活项目是一个由国家排雷中心资助的为期11年的方案项目。这个精心挑选的样本使用流行病学框架，从居住在六个贫困农村县之一的母亲所生的每一个婴儿中招募代表性样本。FLP中的1292名儿童从出生起就有关于儿童发展的广泛数据，包括：（敏感性，语言输入，和家长资源）从6个月到一年级，观察教学质量在课堂上从K到三年级，教师评级识字教学时间和内容从K到三年级;以及从幼儿园到三年级的词汇、单词识别和阅读理解方面的儿童识字技能。拟议的项目将增加观察到的教学质量和教师对五年级教学的评价，以及对五年级和七年级儿童识字技能的评估。通过我们对家庭、父母、学校、教室和教师的特征的研究，我们将能够更好地解释儿童在整个小学和中学期间的不同种族、贫困和性别以及学校贫困水平的成就轨迹。了解早期与后期的教学质量在预测识字技能方面是否更重要，以及整个小学的教学质量是否仍然对7年级后期的识字有影响，这将是重要的探索。此外，至关重要的是要了解高质量的教学是否对识字能力较低的儿童比其他儿童更重要，以及教学是否对我们的其他风险群体（非洲裔美国人，贫困状况，性别和学校贫困）在预测识字能力方面更重要。该项目将有助于我们了解小学期间具体观察到的儿童技能X教师指导互动是否可以预测低财富农村地区儿童在小学和中学期间的识字成绩，超越父母养育和人口统计协变量。