Learning Disabilities, Reading Comprehension, and the Classroom Environment.

随着学习障碍儿童（LD）越来越多地在普通教育教室中接受服务，其中反应干预模式（RTI）已变得普遍，更好地了解支持或不支持LD儿童的课堂学习环境有可能改善他们的结果并减少转介到特殊教育。拟议的项目以两个庞大而独特的数据库为基础，有三个具体而相互关联的目标。首先，我们将使用一个大的数据集，其中包括4000多名儿童在一至五年级检查教学，教师和同伴的影响。这些儿童参加了NICHD资助的关于阅读中个性化学生教学的研究（ISI，康纳，莫里森，菲什曼，Schatschneider，和Undenwood，2007），所以有录像课堂观察（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名一至三年级儿童的纵向数据，以及一个较小的样本，他们被跟踪到五年级。第二，我们将利用广泛的佛罗里达进步监测报告网络（PMRN）数据库，通过他们的过渡到初中和高中跟随这4000名儿童。第三，我们将进行两项实验研究，分别招募初中生和高中生进行实验，以更好地了解阅读理解和学习困难的机制，这些机制可能与课堂环境有关。这些包括制定的代表性，动机，压力和焦虑。广泛实施，建议的研究结果有可能改善普通教育教室的LD儿童和他们的同学，阐明过渡到初中和高中的LD儿童和小学教育的方面，缓解或干扰这些过渡，并提高阅读理解教学通过识别潜在的干预机制。

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.