Do Assessments of Preschoolers Comprehension Processes Predict Future Reading

对学龄前儿童理解过程的评估是否可以预测未来的阅读能力

• 批准号: 9262963
• 负责人: Brenda Hannon
• 金额: $ 10.33万
• 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 2018-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9262963
• 关键词: Age; Child; Comprehension; Development; Early Diagnosis; Early Intervention; Equation; Fostering; Foundations; Future; Goals; Intervention; Knowledge; Language; Lead; Learning; Letters; Literature; Measures; Modeling; Motivation; Oral; Orthography; Parents; Performance; Plague; Principal Investigator; Process; Process Measure; Reader; Reading; Regression Analysis; Research; Research Personnel; Resources; Self Concept; Source; Text; Time; Vocabulary; base; cognitive process; first grade; illiteracy; interest; intervention program; language comprehension; listening comprehension; long term memory; longitudinal design; programs; public health relevance; reading ability; reading comprehension; self esteem; skills; sound

DESCRIPTION (provided by applicant): Illiteracy continues to be an important and challenging problem in the U.S. To date, numerous studies suggest that inefficient word identification-decoding skills are a source of poor reading and illiteracy. However, even if children do have efficient word identification-decoding skills children can still score poorly on assessments of reading because of weak or inefficient processes that are used for comprehending text. But how well do comprehension processes predict the future reading ability of preschoolers and which processes are most important? Sadly, these questions remain unanswered because currently we do not assess the comprehension processes of preschoolers in order to predict their future reading abilities. This lack of knowledge is problematic because i we knew that measures of comprehension processes predicted preschoolers' future reading comprehension abilities than we could detect potential problems in reading before these problems actually begin. Indeed, such detections would be both analogous to and complementary of the practice of early detections of problems with orthographic and phonemic decoding. Moreover, such knowledge would allow us to reduce illiteracy because such knowledge is used to create intervention programs that foster the development of comprehension processes in pre- and beginning readers (identification -> intervention). Therefore, the goal of the present proposal is to acquire this critical knowledge by first administering measures of comprehension processes to preschoolers and then by using the preschoolers' performances on these measures to predict their future reading comprehension ability. The present proposal also compares the predictive power of comprehension processes to other cognitive processes/resources that are known to predict reading comprehension ability (i.e., lower-level word decoding-identification processes, language comprehension ability, and vocabulary knowledge). To complete this theoretically- and practically-motivated research, the present project uses a longitudinal design with two time points that are two years apart. At time point one, preschoolers will complete age-appropriate measures of (i) comprehension processes, (ii) word decoding processes, (iii) language comprehension ability, and (iv) vocabulary knowledge. At time point 2, the same children will complete age-appropriate measures of (i) reading comprehension and (ii) language comprehension ability. The results of the present study will provide a strong foundation of knowledge for identifying potential problems in reading comprehension before a child begins to read. The present study will also eliminate some of the low-levels of self-esteem, self-concept and motivation to learn that often plague poor readers by the end of the first grade.

描述（由申请人提供）：文盲仍然是美国的一个重要和具有挑战性的问题。迄今为止，许多研究表明，低效的单词识别解码技能是阅读能力差和文盲的一个来源。然而，即使儿童确实具有有效的单词识别-解码技能，儿童仍然可以在阅读评估中得分很低，因为用于理解文本的过程很弱或效率低下。但是，理解过程在多大程度上预测了学龄前儿童未来的阅读能力，哪些过程是最重要的？可悲的是，这些问题仍然没有答案，因为目前我们没有评估学龄前儿童的理解过程，以预测他们未来的阅读能力。这种知识的缺乏是有问题的，因为我们知道，理解过程的措施预测学龄前儿童未来的阅读理解能力比我们可以发现潜在的问题，在阅读之前，这些问题实际上开始。事实上，这种检测既类似于早期检测拼写和音素解码问题的做法，也是对这种做法的补充。此外，这些知识将使我们能够减少文盲，因为这些知识被用来创建干预计划，促进发展的理解过程中，在前和开始阅读（识别->干预）。因此，本建议的目标是获得这种关键的知识，首先管理措施的理解过程，以学龄前儿童，然后通过使用这些措施，以预测他们未来的阅读理解能力的学龄前儿童的表现。本提议还将理解过程的预测能力与已知预测阅读理解能力的其他认知过程/资源（即，较低级别的单词解码识别过程、语言理解能力和词汇知识）。为了完成这一理论和实践驱动的研究，本项目采用了纵向设计，两个时间点相隔两年。在第一个时间点，学龄前儿童将完成（i）理解过程，（ii）单词解码过程，（iii）语言理解能力和（iv）词汇知识的年龄适当的措施。在时间点2，相同的儿童将完成（i）阅读理解和（ii）语言理解能力的年龄适合的测量。本研究的结果将提供一个坚实的知识基础，以确定潜在的问题，在阅读理解之前，一个孩子开始阅读。本研究还将消除一些低水平的自尊，自我概念和学习动机，往往困扰穷人的读者在一年级结束。