Reading Comprehension in Monolingual and Bilingual Children

单语和双语儿童的阅读理解

• 批准号: 9376574
• 负责人: Shelley I, PHD, CCC-SLP Gray
• 金额: $ 62.75万
• 依托单位: ARIZONA STATE UNIVERSITY-TEMPE CAMPUS
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-15 至 2022-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9376574
• 关键词: Address; Child; Cognitive; Complex; Comprehension; Cross-Sectional Studies; Development; Education; Educational Curriculum; English Learner; Environment; Goals; Growth; Health; Home environment; Intervention; Language; Learning; Length; Literature; Longitudinal Studies; Measurement; Measures; Methods; Modeling; Motivation; Nursery Schools; Oral; Outcome; Outcome Measure; Performance; Reading; Recruitment Activity; Research; Research Personnel; Risk; Sampling; School Drop-Outs; Short-Term Memory; Structure; Students; Testing; Text; Theoretical model; Time; United States National Academy of Sciences; Vocabulary; Weight; Work; bilingualism; educational atmosphere; evidence base; high risk; innovation; kindergarten; language comprehension; listening comprehension; literacy; prevent; psychologic; reading comprehension; sixth grade; skills; sound; success; tenth grade

PROJECT SUMMARY/ABSTRACT Poor reading comprehension is a longstanding problem in the U.S. that has not improved over the past two decades. Poor reading comprehension causes children to struggle academically, to drop out of school, to earn less over their lifetime, and puts them at high risk for poor health outcomes (National Academy of Sciences, 2004). Our long-term goal is to develop methods for preventing and treating reading comprehension problems by understanding the changing structure of reading across development and the cognitive, psychological, and ecological mechanisms that contribute to reading comprehension outcomes. We will continue our longitudinal study of reading comprehension, conducted by the Language and Reading Research Consortium (LARRC), with two groups of children - those who entered preschool speaking primarily English and those who entered preschool as Spanish-English dual-language learners. We will also recruit new groups of 6th and 10th grade monolingual English and Spanish-English bilingual students for cross-sectional studies. We will address the following specific aims: (1) Determine which language, cognitive, and pre-reading skills in preschool and kindergarten, or growth in these skills from preschool to kindergarten, most accurately predicts reading comprehension in grade 6; (2) Determine whether there are children with late emerging reading comprehension problems in grade 6 and if so, whether they can be identified using language, cognitive, and pre-reading measures from PK or K; (3) Determine the factor structure for reading comprehension in grades 6 and 10 to assess whether a single-factor model of reading comprehension is sufficient or whether additional factors are required to take into account text type (i.e., narrative versus expository) and measurement type (i.e., processing versus product), and whether there are differences between grades; (4) Determine whether a new model of reading that includes multiple indicators for cognitive, psychological, and ecological factors better predicts reading comprehension in grades 6 and 10 than models with fewer factors and indicators examined in prior literature.; and (5) Determine whether findings for Aims 1-4 differ for children who entered preschool speaking English and children who entered preschool as Spanish-English dual-language learners. This project is innovative in the length of time we follow students (preschool through grade 6), the breadth and depth of cognitive, psychological, and ecological skills assessed, and the study of both English and Spanish-English bilingual students using both longitudinal and cross-sectional samples. Results will positively impact our ability to identify children at risk for poor reading comprehension, even before they learn to read, and will provide a sound basis for the development and testing of reading comprehension assessments, curricula, and interventions for older students and DLLs.

项目总结/摘要 在美国，阅读理解能力差是一个长期存在的问题，过去一直没有得到改善 二十年阅读理解力差会导致孩子在学业上苦苦挣扎，辍学， 在他们的一生中，收入更少，使他们处于健康状况不佳的高风险之中（美国国家科学院 Sciences，2004）。我们的长期目标是开发预防和治疗阅读理解的方法 通过了解发展过程中不断变化的阅读结构和认知问题， 心理学和生态学的机制，有助于阅读理解的结果。我们将 继续我们的纵向研究阅读理解，由语言和阅读研究 联合会（LARRC），有两组儿童-那些谁进入学前班说主要是英语 以及那些进入学前班的西班牙语和英语双语学习者。我们还将招募新的团体 六年级和十年级单语英语和西班牙语-英语双语学生的横断面研究。 我们将解决以下具体目标：（1）确定哪些语言，认知和阅读前的技能， 学前班和幼儿园，或者从学前班到幼儿园这些技能的增长，最准确地预测了 六年级的阅读理解能力;（2）确定是否有儿童出现晚阅读 6年级的理解问题，如果是，他们是否可以使用语言，认知， （3）确定六年级学生阅读理解的因素结构 和10评估是否单因素模型的阅读理解是足够的，或者是否额外的 需要因素来考虑文本类型（即，叙事与叙事）和测量类型 (i.e.,（4）确定是否存在不同等级之间的差异; 一种新的阅读模式，包括认知、心理和生态因素的多个指标， 预测6年级和10年级的阅读理解能力，而不是用更少的因素和指标来预测。 以前的文学作品。和（5）确定目标1-4的发现是否与进入学前班的儿童不同 说英语的儿童和作为西班牙语-英语双语学习者进入学前班的儿童。 这个项目是创新的时间长度，我们跟随学生（学前班通过6年级）， 评估认知，心理和生态技能的广度和深度，以及英语和 和西班牙语-英语双语学生使用纵向和横截面样本。结果将 积极影响我们识别儿童阅读理解能力差的风险，甚至在他们学习之前， 阅读，并将为阅读理解的发展和测试提供一个良好的基础 评估，课程和干预措施，为老年学生和DLL。