A Multi-skills Approach for Low Literate Adult Learners

针对低识字成人学习者的多技能方法

• 批准号: 8941813
• 负责人: Kathy Susan Binder
• 金额: $ 43.07万
• 依托单位: MOUNT HOLYOKE COLLEGE
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-30 至 2019-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8941813
• 关键词: Address; Adult; Affect; Attention; Awareness; Basic Science; Behavior; Categories; Characteristics; Child; Child health care; Color; Complex; Comprehension; Data; Development; Dimensions; Economic Factors; Education; Enrollment; Eye Movements; Factor Analysis; Foundations; Health; Health Insurance; Health Services Accessibility; Healthcare; Intervention; Knowledge; Learning; Measures; Modification; Monitor; Morphology; National Institute of Child Health and Human Development; Occupations; Participant; Performance; Phase; Population; Process; Reader; Reading; Relative (related person); Research; Research Personnel; Role; Sampling; Semantics; Services; Social support; Societies; Solutions; Source; Structure; Students; Surveys; System; Visual; Vocabulary; Writing; base; college; design; forgetting; health literacy; high school; illiteracy; illiterate; indexing; intervention program; literacy; literate; novel; phonological awareness; programs; public health relevance; racial and ethnic; reading ability; reading comprehension; seventh grade; skills; socioeconomics; sound; syntax; tool

 DESCRIPTION (provided by applicant): This is a three year project designed to identify sources of reading and writing difficulty for students in adult basic education (ABE) programs. According to the 2003 NALS study, a significant number of adults struggle to read at a level adequate to function effectively in our society. The problem of adult illiteracy has a significant negative impact on job acquisition, civic participation, and informed access to healthcare. Not surprisingly, the small but growing body of research on this population of readers suggests that their reading behavior differs in significant ways from that of children matched on reading achievement. Unfortunately, the basic research foundation upon which to build assessment and intervention tools targeted to the unique characteristics of adults learning to read is still greaty impoverished in relation to what is known about children learning to read (NICHD, 2001). Thus, much of the intervention and assessment material used in ABE programs is based upon what we know about children. This project will expand the basic research foundation necessary to build effective assessment and intervention programs targeted to the specific needs of this population. This project will compare the reading and writing behavior of two groups of participants (adults with less than a 7th grade reading level who are currently enrolled in ABE programs and children who are matched on reading ability). Both groups will be matched on socio-economic factors and ethnic and racial background. While phonological awareness is seen by many as the most important aspect of literacy acquisition, the English system of writing is not purely alphabetic, rather, it is morphophonemic; words are represented in writing according to their meanings as well as the way they sound. Thus, this project will focus on the contributions of morphological factors as they relate to reading and writing development. Furthermore, morphology has been identified as one component of vocabulary depth. Depth refers to how much we now about particular words compared to breadth which is how many words we know. The purpose of this study is to investigate the role of morphology in vocabulary depth. We will use a multi-skills approach to understand how morphological awareness and other aspect of vocabulary depth contributes to reading comprehension, visual word recognition in silent reading while eye movements are monitored, and writing in these two groups of learners. Performance across the two groups will be compared to gain a more detailed understanding of the unique characteristics of the adult learning to read.

 描述（由申请人提供）：这是一个为期三年的项目，旨在确定成人基础教育（ABE）项目学生阅读和写作困难的根源。根据 2003 年 NALS 研究，相当多的成年人很难达到足以在社会中有效运作的阅读水平。成人文盲问题对就业、公民参与和知情获得医疗保健产生重大负面影响。毫不奇怪，针对这一读者群体的小型但不断增长的研究表明，他们的阅读行为与阅读成绩相匹配的儿童的阅读行为存在显着差异。不幸的是，与对儿童学习阅读的了解相比，针对成人学习阅读的独特特征构建评估和干预工具的基础研究基础仍然非常贫乏（NICHD，2001）。因此，ABE 计划中使用的大部分干预和评估材料都是基于我们对儿童的了解。该项目将扩大必要的基础研究基础，以针对该人群的具体需求制定有效的评估和干预计划。该项目将比较两组参与者（目前参加 ABE 项目的阅读水平低于七年级的成人和阅读能力匹配的儿童）的阅读和写作行为。这两个群体都将在社会经济因素以及民族和种族背景上进行匹配。虽然语音意识被许多人视为识字习得最重要的方面，但英语书写系统并不是纯粹的字母系统，而是形态语音系统；单词根据其含义和发音以书面形式表示。因此，该项目将重点关注与阅读和写作发展相关的形态因素的贡献。此外，形态已被确定为词汇深度的组成部分之一。深度是指与广度（即我们知道的单词数量）相比，我们现在对特定单词的了解程度。本研究的目的是探讨词法在词汇深度中的作用。我们将使用多种技能的方法来了解词法意识和词汇深度的其他方面如何有助于这两组学习者的阅读理解、默读中的视觉单词识别（同时监测眼球运动）以及写作。将比较两组的表现，以便更详细地了解成人学习阅读的独特特征。