THE FLORIDA LONGITUDINAL STUDY

本项目由三项研究组成。将使用两项横断面研究来测试替代模型 词汇和流利度的个体差异的基本维度。的目标是 研究一是考察词汇知识的两个潜在维度。第一个是区分 给出一个定义并在上下文中使用一个词。二是词汇知识的对比 和形态意识。研究二的目标是了解准确率和速度在 阅读和快速命名。这项研究将考察阅读率和准确率之间的关系，因为 以及快速命名速度和快速命名准确性之间的关系，使用验证性因素分析 对结构进行多次测量，以创建潜在变量。这项研究将解决以下问题： 在阅读理解文章时，哪些个体在准确率和速度上的差异是指标 (A)阅读技能的相同结构，(B)不同但相关的结构，(C)独立的结构， 或(D)由于速度和精度的权衡而负相关的构造。这项研究还将解决 在快速命名任务中，同样有四种可能的速度和准确性。此外，这项研究将 在阅读文章的上下文中解决速度和准确度之间的关系 理解，并在快速命名任务的背景下。前两项研究的参与者将是100人 二年级儿童100名，四年级儿童100名。后续纵向研究的参与者将 为300名一年级学生，他们将每年接受评估，一直到四年级。这项研究将有助于检验 发展九个关键概念之间因果关系的替代模型：语音意识， 解码，词汇--包括词法方面，流利性，阅读理解，拼写，书面 表达、工作记忆和听力理解。

This project consists of three studies. Two cross-sectional studies will be used to test alternative models of the underlying dimensions of individual differences in vocabulary and in fluency, respectively. The goal of study one is to examine two potential dimensions of vocabulary knowledge. The first is a distinction between producing a definition and using a word in context. The second is a contrast between vocabulary knowledge and morphological awareness. The goal of study two is to understand what roles accuracy and rate play in both reading and rapid naming. This study will examine the relation between reading rate and accuracy, as well as between rapid naming rate and rapid naming accuracy, using a confirmatory factor analysis with multiple measurements of the constructs to create latent variables. This study will address the extent to which individual differences in accuracy and rate when reading passages for comprehension are indicators of (a) the identical construct of reading skill, (b) distinct yet correlated constructs, (c) independent constructs, or (d) negatively correlated constructs because of speed-accuracy tradeoffs. The study also will address these same four possibilities for speed and accuracy in the rapid naming task. In addition, the study will address the relation between speed and accuracy measured in the context of reading passages for comprehension and in the context of rapid naming tasks. Participants in the first two studies will be 100 second-grade and 100 fourth-grade children respectively. Participants in a follow-up longitudinal study will be 300 first-grade students who will be assessed annually through fourth grade. This study will serve to test alternative models of developing causal relations among nine key constructs: phonological awareness, decoding, vocabulary-including morphological aspects, fluency, reading comprehension, spelling, written expression, working memory, and listening comprehension.