Roles of First and Second Oral Language Processes in Reading and Math Outcomes among English Language Learners in Middle School

项目摘要/摘要 阅读和数学成绩与毕业率、未来就业状况和收入密切相关 潜力。被归类为英语学习者(ELLS)的学生学习困难的风险更高 比他们的非英语学习同龄人要好。尽管英语学习成绩与非英语学习成绩的差距随着学生的成长而增大 从小学到中学，缺乏以学术为重点的研究 初中生的学业成就。因此，制定有效的评估、识别和 中学学生干预方法是心理学、教育学、教育学、 和教育政策。在这一群体中一个重要的研究领域是调查第一次 第二种口语过程在跨语言方面相互联系，与各种阅读和数学有关 结果。尽管在单语人群中学习障碍的研究取得了进展， 在ELL样本中，对阅读和数学技能的预测模型很少，特别是 考虑一下第一语言能力的作用。此外，尽管有大量证据支持 语言在阅读和数学中的作用，研究通常使用一种语言测量或创造一种广泛的语言测量 语言综合得分而不是考虑语言的不同方面的角色(例如，表现力， 接受性、词汇、句法/语法知识)。这项研究提案通过以下方式解决这些差距 研究(目标1)不同方面的口语技能在队列中不同阅读结果中的作用 七年级的Ell，他们是挣扎的读者。这项研究将以目标1的发现为基础，通过创建一个 在第二批七年级学生中使用更有针对性的语言单元，并探索(目标2)第一 和数学结果中的第二语言过程，以及语言解释重叠的方式 在阅读和数学之间。最后，目标3试图调查与重要语言相关的角色 语境因素，如第二语言接触的年龄和母语语境。这部作品具有 有可能提供关于英语学习障碍的理论模型，以及关于学习障碍的理论 语言技能的跨语言迁移。理解语言过程的影响方式 阅读和数学成绩很重要，因为学术干预可能会受益 整合特定的口语成分。这些目标与国家儿童研究所是一致的 健康与人类发展(NICHD)的高度优先研究目标是更好地理解双语和 两文并举。开展拟议的奖学金研究将增加我们对 在越来越多的高危学生中掌握双语和两文能力。最后，获奖和完成 该项目的实施不仅将为有前途的年轻人提供强有力的研究方法培训和传播 研究人员，但将解决理解第一和第二语言的方式的重要需要 过程相互关联，并与成就相关。

PROJECT SUMMARY/ABSTRACT Reading and math achievement is closely tied to graduation rates, future employment status, and earning potential. Students classified as English Language Learners (ELLs) are at higher risk for academic difficulties than their non-ELL peers. Although the achievement gap between ELLs and non-ELLs increases as students progress from elementary to middle school, there is a dearth of research that focuses on academic achievement among ELLs in middle school. Therefore, developing effective assessment, identification, and intervention approaches for middle school ELLs is a critical problem facing the fields of psychology, education, and educational policy. One important area of research in this population is investigating the ways in which first and second oral language processes relate to one another cross-linguistically and to various reading and math outcomes. Despite progress that has been made in learning disabilities research among monolinguals, predictive models for reading and math skills among samples of ELLs are scant, particularly models that consider the roles of first language abilities. Moreover, although there is a great deal of evidence supporting the role of language in both reading and math, studies often use one measure of language or create one broad language composite score rather than considering the roles of distinct aspects of language (e.g., expressive, receptive, vocabulary, syntactic/grammatical knowledge). This research proposal addresses these gaps by examining (Aim 1) the roles of distinct aspects of oral language skills in different reading outcomes in a cohort of 7th grade ELLs who are struggling readers. This research will build off of findings from Aim 1 by creating a more targeted language battery in a second cohort of 7th grade ELLs and exploring (Aim 2) the roles of first and second language processes in math outcomes, and the ways in which language accounts for the overlap between reading and math. Finally, Aim 3 seeks to investigate the roles of important language-related contextual factors such as age of second language exposure and home language context. This work has the potential to inform theoretical models of learning disabilities among ELLs, as well as theories regarding the cross-linguistic transfer of language skills. Understanding the ways in which language processes impact reading and math achievement is important because it is possible that academic interventions may benefit from integrating specific oral language components. These aims are in line with the National Institute of Child Health and Human Development's (NICHD) high-priority research goal of better understanding bilingual and biliteracy development. Carrying out the proposed fellowship research will increase our understanding of bilingualism and biliteracy among a growing group of at-risk students. In conclusion, the award and completion of this project will not only provide strong training in research methods and dissemination to a promising young researcher, but will address a significant need for understanding the ways in which first and second language processes relate to one another and to achievement.