Monolingual and Bilingual Reading Comprehension in Middle and High School Students

项目总结/摘要 阅读理解能力差，在美国是一个很大的问题，导致就业减少 机会，更有可能生活在贫困中，住院率更高，健康状况不佳 健康素养差导致的结果（美国卫生与人类服务部，2011年）。 在我们国家，双语学生的阅读理解能力差的风险比他们的 单语同龄人，增加了这些负面影响。 本研究的长期目标是探讨阅读的结构 理解中，高中学生，并确定哪些认知和语言 影响阅读理解结果的因素。我们将建立在以前的纵向工作 由语文及阅读研究联盟（LARRC）及单语及 双语阅读理解（MBRC）研究小组研究单语和西班牙语-英语 最初在学前班接受评估的双语学生，并跟踪他们到第8和第10届 成绩我们还将招募一组新的10年级单语英语和西班牙语英语 双语学生的横向研究，以解决以下具体目标：（1）确定 10年级阅读理解的因素结构，以评估单因素模型是否 是否足够或是否需要额外的因素来考虑文本类型（叙述或 暂时性）和测量类型（加工与产品）;（2）确定阅读 三年级的语言和认知技能预测八年级或十年级的理解能力;（3） 确定具体目标1和2的结果是否与进入学前班的儿童不同 说西班牙语，进入学前班的孩子说英语。 这个项目在几个方面都是创新的。首先，我们扩展了纵向阅读研究 从学前班到初中和高中，阅读不足的年级 发展我们将建立在我们对因素结构的理解的最新进展的基础上， 预测阅读理解的措施，包括产品的理解， 以及文本处理的简易性，单个文本内和多个文本之间的信息集成， 并考虑认知因素的作用，如记忆，执行功能和心理 诸如阅读理解中的动机等因素。第二，我们包括两组学生， 英语和西班牙语-英语双语在我们的研究。研究结果将为 阅读理解评估、指导和干预的开发和测试， 年龄较大的学生和双语学生。

PROJECT SUMMARY/ABSTRACT Poor reading comprehension, a significant problem in the U.S., results in reduced employment opportunities, a greater likelihood of living in poverty, higher hospitalization rates, and poor health outcomes through poor health literacy (U.S. Department of Health & Human Services, 2011). Bilingual students in our nation are at higher risk for poor reading comprehension than their monolingual peers, increasing these negative consequences. The long-term goal of the proposed studies is to examine the structure of reading comprehension in middle and high school students and to determine which cognitive and linguistic factors contribute to reading comprehension outcomes. We will build upon previous longitudinal work conducted by the Language and Reading Research Consortium (LARRC) and Monolingual and Bilingual Reading Comprehension (MBRC) research group to study monolingual and Spanish-English bilingual students who were initially assessed in preschool, and follow them through 8th and 10th grades. We will also recruit a new group of 10th grade monolingual English and Spanish-English bilingual students for cross-sectional studies to address the following specific aims: (1) Determine the factor structure of reading comprehension in 10th grade to assess whether a single-factor model is sufficient or whether additional factors are required to take into account text type (narrative or expository) and measurement type (processing versus product); (2) Determine whether reading comprehension in 8th or 10th grade is predicted by language and cognitive skills in 3rd grade; and (3) Determine whether findings for Specific Aim 1 and 2 differ for children who entered preschool speaking Spanish and children who entered preschool speaking English. This project is innovative in several ways. First, we extend our longitudinal reading research from preschool through middle and high school, grades which are understudied in reading development. We will build on recent advances in our understanding of the factor structure and predictors of reading comprehension by including measures of both the product of comprehension and ease of processing text, integration of information within single texts and across multiple texts, and consider the role of cognitive factors such as memory, executive function, and psychological factors such as motivation in reading comprehension. Second, we include two groups of students, English and Spanish-English bilinguals in our studies. Results will provide a sound basis for the development and testing of reading comprehension assessment, instruction, and intervention for older students and bilingual students.