Do Characteristics of the Reader Contribute to Beginning Readers' Online and Offline Performances on Cohesive and Less-cohesive Texts?

读者的特征是否会影响初级读者在连贯性和非连贯性文本上的在线和离线表现？

• 批准号: 9489730
• 负责人: Brenda Hannon
• 金额: $ 9.48万
• 依托单位: TEXAS A&M UNIVERSITY-KINGSVILLE
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-08-01 至 2022-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9489730
• 关键词: Analysis of Covariance; Analysis of Variance; Characteristics; Child; Cognitive; Data; Development; Early identification; Eye; Eye Movements; Face; Foundations; Goals; Intervention; Knowledge; Lead; Learning; Measures; Motivation; Outcome; Performance; Pilot Projects; Plague; Principal Investigator; Psychometrics; Question Text; Reader; Reading; Research; Self Concept; Short-Term Memory; Statistical Methods; Students; Testing; Text; Validation; cognitive skill; cohesion; first grade; fourth grade; insight; intervention program; literacy; minority student; novel; programs; public health relevance; reading ability; self esteem; skills; theories

Program Director/Principal Investigator (Last, First, Middle): Hannon, Brenda Ann Marie Acquiring basic levels of reading is a problem that many children face and, without early identification/ intervention it can lead to low levels of self-esteem and motivation to learn, which are present as early as grade one (Lyon, 2002). Indeed, 22% of white 4th grade students and 50% of minority students are below basic reading levels in the U.S. (NAEP, 2011), begging the questions as to when and how we can enhance the reading performances of our young readers. My pilot study shows that the contributions of some reader characteristics, such as word skills and working memory, vary as a function of the cohesion level of a text (e.g., degree ideas in a text are interconnected) and that these varying contributions occur with both post-text questions (i.e., an offline measure of reading) and eye movements (i.e., online measures of reading) during the crucial window of beginning reading (i.e., first 1.0 - 1.5 years of reading). The overall goal of this proposal is to further explore these novel and theoretically-important findings. In Study One I determine the influences of reader characteristics and text coherence on beginning readers’ performances on offline measures of reading. For this study I will use: (ii) psychometric measures to assess the theoretically-important components of reading and (ii) cohesive and less-cohesive texts. Data will be analyzed using multiple statistical methods to determine the independent/interactive contributions that reader characteristics and text coherence make to beginning readers’ performances on offline reading measures (i.e., post-text questions). The results of this study will add to theoretical knowledge about developmental reading, For example, this study will determine: (i) which theory is best for explaining early literacy and (ii) whether coherent and less-coherent texts tap the same cognitive mechanisms to the same extent. In Study Two I determine the contributions of reading characteristics and text coherence to beginning readers’ performance on online measures of reading (i.e., eye movements). In this study I again use psychometric measures to assess theoretically-important components of reading but I also record beginning readers’ eye movements as they read coherent and less-coherent texts. The results of this study will identify which theory(s) of reading is best for explaining online beginning reading. Moreover by examining the underlying cognitive mechanisms of coherent versus less-coherent texts using the eye movements of beginning readers, we can more completely understand the trajectory of online reading development. In summary, the present proposal will be the first study to examine reader/text characteristics and online/offline measures simultaneously in one study. It is expected that the results of this very integrative proposal will provide the critical foundation of knowledge for identifying/refining/extending current theories of reading for beginning reading which, in turn, is necessary for understanding the trajectory of reading. OMB No. 0925-0001/0002 (Rev. 08/12 Approved Through 8/31/2015) Page Continuation Format Page

项目负责人/主要研究者（最后，第一，中间）：Hannon，Brenda Ann玛丽 获得基本水平的阅读是许多儿童面临的问题，如果没有早期识别/ 干预它可以导致低水平的自尊和学习动机，这是目前早在年级 一个（里昂，2002年）。事实上，22%的白色四年级学生和50%的少数民族学生的阅读能力低于基本水平 （NAEP，2011），提出了我们何时以及如何提高阅读水平的问题。 我们年轻读者的表现。我的初步研究表明，一些读者特征的贡献， 诸如文字技能和工作记忆，作为文本的内聚水平的函数而变化（例如，学位理念 文本是相互关联的）并且这些不同的贡献与文本后问题（即，离线 阅读的测量）和眼睛运动（即，在线测量阅读）的关键窗口， 开始阅读（即，阅读的前1.0 - 1.5年）。本提案的总体目标是进一步探讨 这些新颖的、具有重要理论意义的发现。在研究一中，我确定了读者特征的影响 和文本连贯性对初学者在阅读离线测试中的表现的影响。对于本研究，我将使用：用途： (ii)心理测量的措施，以评估理论上重要的组成部分，阅读和（ii）衔接和 不太连贯的文本。将使用多种统计方法分析数据，以确定 独立/互动的贡献，读者的特点和文本的连贯性，使初读者的 离线阅读测量的性能（即，后文本问题）。这项研究的结果将有助于 关于发展性阅读的理论知识，例如，本研究将确定：（i）哪种理论是 最好的解释早期识字和（ii）是否连贯和不连贯的文本利用相同的认知 机制在同一程度上。在研究二中，我确定了阅读特征和文本的贡献 与开始阅读者在在线阅读测量上的表现的一致性（即，眼睛运动）。本研究 我再次使用心理测量方法来评估阅读理论上重要的组成部分， 开始读者在阅读连贯和不连贯的文本时的眼球运动。这项研究的结果将 确定哪一种阅读理论最适合解释在线阅读入门。此外，通过检查 连贯与不连贯文本的潜在认知机制，使用开始时的眼动 读者，我们可以更完整地了解在线阅读发展的轨迹。总而言之， 目前的建议将是第一项研究，以审查读者/文本的特点和在线/离线措施 同时在一项研究中。预计这一非常综合的提案的结果将提供关键的 为阅读的开始确定/精炼/扩展当前阅读理论的知识基础 这又是理解阅读轨迹所必需的。 OMB编号0925-0001/0002（2012年8月批准至2015年8月31日修订版）页码续页格式页码