Progression of reading and writing disabilities from late elementary to middle grades

当前项目的目的是提高我们的理解如何以及在何种程度上高阶 阅读技能（词汇、背景知识、推理和策略）和写作 （复杂性，组织，生产力，修订和编辑）相互作用，以及它们如何与阅读的变化有关 理解和写作的能力。我们关注有学习能力的孩子 残疾（LD），通过维度和非维度方法确定，并与典型的 培养学生。该项目有三个具体目标。目标1（阅读理解）建立在 实验文献，并评估组件之间的直接和中介方向关系， 阅读（例如，推理和背景知识）和3-8年级的阅读理解。 从历史上看，对阅读的研究与方法（阅读理解作为结果）不匹配， 框架（阅读理解作为一个系统），采用的方法，基本上处理阅读 理解作为一个一维的结果，而不是一个复杂的系统所描述的认知模型 阅读。目标1利用从国家机构收集的数据，使用 项目级数据，以获得可靠的子量表的高阶组件的技能。这种方法特别 有用的，因为它允许焦点从作为结果的阅读转移到一组复杂的过程， 结果的变化。该项目这一阶段的数据来自2010年3-8年级的学生（N = 42，095）。 康涅狄格州（2008-2013年收集）。目标2（写作）评估写作各组成部分的发展， 他们如何与典型发展中的书面表达，以及LD儿童。写作研究 历史上一直把书面表达作为一个多维度的系统，研究相关的组成技能， 写作往往没有被理论所告知，这些理论规定了它们之间直接和间接关系的性质。在这 在项目的第一阶段，我们将分析论文（N = 6，000），以获得写作质量/生产力指数，使用 自动评分以确定书写如何作为书写的高阶过程的函数而发展（例如， 修订、编辑、组织）。目标3（共同发展）考察了阅读与写作的相互作用 通过对阅读和写作的不同组成部分、不同类型的写作进行纵向评估， 结果，并为学生和没有LD。对高等教育发展的研究不够， 典型发育儿童和学习困难儿童阅读和写的顺序成分。结果将扩大 以新颖的方式了解组件之间的直接和中介关系（例如，跨越阅读和 写作领域）对同一时点学业成绩的影响及纵向发展 在小学和中学。研究结果将有助于更好地描述阅读和写作 学习困难的学生。

The purpose of the current project is to improve our understanding how and to what extent higher-order component skills of reading (vocabulary, background knowledge, inferencing and strategies) and writing (complexity, organization, productivity, revision and editing) interact, and how they relate to changes in reading comprehension and writing across late elementary and middle grades. We focus on children with learning disabilities (LDs) as identified by dimensional and non-dimensional approaches and compare with typically developing students. This project has three specific aims. Aim 1 (reading comprehension) builds on experimental literature and evaluates the direct and mediated directional relations among components of reading (e.g., inferencing and background knowledge) and reading comprehension across grades 3-8. Historically, research on reading has mismatched the approach (reading comprehension as an outcome) and framework (reading comprehension as a system), employing methods that essentially treat reading comprehension as a unidimensional outcome rather than a complex system as described by cognitive models of reading. Aim 1 draws on data collected from a state agency to fit structural equation models (SEM) using item-level data to derive reliable sub-scales of higher-order component skills. This approach is particularly useful as it allows the focus to shift from reading as an outcome to a complex set of processes that influence change in outcome. The data for this phase of the project come from students (N = 42,095) in grades 3-8 in Connecticut (collected in 2008-2013). Aim 2 (writing) evaluates the development of components of writing and how they relate to written expression in typically developing, and children with LD. While research on writing has historically treated written expression as a multi-dimensional system, studies relating component skills and writing are often not informed by theories that specify the nature of their direct and mediated relations. In this phase of the project, we will analyze essays (N = 6,000) to obtain indices of writing quality/productivity using automated scoring to determine how writing develops as a function of higher-order processes of writing (e.g., revision, editing, organization). Aim 3 (co-development) examines how reading interacts with writing over time by assessing both longitudinally, for different components of reading and writing, different types of writing outcomes, and for students with and without LD. There is insufficient research on the development of higher- order components of reading and writing in typically developing and children with LD. Results will expand knowledge about direct and mediated relations among components in novel ways (e.g., across reading and writing domains), their effect on academic achievement at the same time-point and longitudinal development across elementary and middle school. The results will help to better characterize the reading and writing difficulties of students with LD.