Monolingual and Bilingual Reading Comprehension in Middle and High School Students

项目摘要/摘要 阅读理解能力差是美国的一个严重问题，它会导致就业率下降 机会，生活在贫困中的可能性更大，住院率更高，健康状况不佳 健康素养差造成的后果(美国卫生与公众服务部，2011年)。 在我国，双语学生阅读理解不良的风险比他们的 只会说一种语言的同龄人，增加了这些负面后果。 这项研究的长期目标是考察阅读的结构 初中生和高中生的理解能力，并确定哪种认知和语言 影响阅读理解效果的因素很多。我们将在以前纵向工作的基础上再接再厉 由语言和阅读研究联盟(LARRC)进行，单语和 双语阅读理解(MBRC)研究小组，研究单语和西班牙语-英语 最初在学龄前接受评估的双语学生，并跟踪他们到8岁和10岁 成绩。我们还将招募一批新的10年级单语英语和西班牙语-英语 双语学生进行横断面研究，以达到以下具体目标：(1)确定 10年级学生阅读理解的因素结构评价单因素模型是否适用 是否需要额外的因素来考虑文本类型(叙述性或 说明性)和测量类型(加工与产品)；(2)确定是否阅读 8、10年级的理解能力受3年级的语言和认知技能的预测； 确定特定目标1和2的结果对于进入学前班的儿童是否有所不同 说西班牙语的孩子和说英语的学龄前儿童。 这个项目在几个方面都是创新的。首先，我们扩展了我们的纵向阅读研究 从学龄前到初中和高中，在阅读中学习不足的年级 发展。我们将建立在我们对要素结构和 通过包含两种理解产物的测量来预测阅读理解 以及易于处理文本、在单个文本内和跨多个文本集成信息， 并考虑认知因素的作用，如记忆、执行功能和心理 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-英语双语者在我们的研究中。结果将为以下工作奠定良好的基础 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.