An Epidemiological and Longitudinal Study of Rural Child Literacy Trajectories

农村儿童识字轨迹的流行病学和纵向研究

• 批准号: 9279205
• 负责人: Lynne VERNON-FEAGANS
• 金额: $ 56.23万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-07-20 至 2019-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9279205
• 关键词: Academic skills; Accounting; Achievement; Adult; African American; Area; Birth; Characteristics; Child; Child Development; Child Rearing; Competence; Data; Development; Distal; Education; Employment; Epidemiology; Family; Family Characteristics; Funding; Future; Gender; Grant; Healthcare; Home environment; Instruction; Knowledge; Language; Libraries; Life; Longitudinal Studies; Modeling; Mothers; National Institute of Child Health and Human Development; Parents; Pathway interactions; Play; Poverty; Predictive Factor; Process; Race; Reading; Recruitment Activity; Research; Resources; Risk; Role; Rural; Rural Community; Sampling; Schools; Services; Shapes; Students; Subgroup; Time; Variant; Vocabulary; boys; critical period; early childhood; elementary school; epidemiology study; fifth grade; first grade; junior high school; literacy; middle childhood; minority children; programs; public health relevance; reading comprehension; rural America; rural area; rural counties; rural poverty; seventh grade; skills; suburb; success; teacher; third grade; urban children

DESCRIPTION (provided by applicant): Elementary school is the critical period for setting the stage for children's future academic success. The most important academic skill that is developed during this period is literacy, without which most other content area material cannot be learned well. Research has found that literacy trajectories often become fixed in early elementary school, especially for children at risk. A fixed downward path in literacy during middle childhood is especially prevalent for children living in low-wealth rural communities, many of whom are African American. There are important processes at play during this middle childhood period that can help us understand children's diverging literacy pathways. This particular developmental period is critical to our understanding of how child skills, instruction, and parenting may interact to shape the emerging competence in literacy. This project capitalizes on the data already collected on a large representative sample of children living in rural poverty who have been followed since birth. The Family Life Project has been an 11 year program project funded by NICHD. This carefully selected sample used an epidemiological frame to recruit a representative sample of every baby born to a mother who resided in one of six poor rural counties. The 1292 children in the FLP have extensive data from birth on children's development, including: observed parenting input in the home (sensitivity, language input, and parent resources) from 6 months to 1st grade, observed quality of instruction in the classroom from K through 3rd grade, teacher ratings of literacy instructional time and content from K through 3rd grade; and child literacy skills in vocabulary, word recognition and reading comprehension from K-3rd grade. The proposed project would add observed quality of instruction and teacher ratings of instruction in 5th grade as well as assessed child literacy skils at 5th grade and 7th grade. Through our examination of the characteristics of families, parenting, schools, classrooms, and teachers, we will be able to better account for the different trajectories in child achievement by race, poverty, and gender as well as by school poverty level throughout elementary school and into middle school. Understanding whether early vs. later quality of instruction in elementary school is more important in predicting literacy skills as wellas whether the quality of instruction across elementary school still has an influence in accounting for later 7th grade literacy will be important to explore. Furthermore, it is critically important o understand whether high quality of instruction is more important for children with lower literacy skills in comparison to other children as well as whether instruction is more important for our other risk groups (African American, poverty status, gender and school poverty) in predicting literacy skills. This project will contribute uniquely to our understanding of whether specific observed child skill X teacher instruction interactions during elementary school predict literacy achievement in children in low-wealth rural areas during elementary school and into middle school, above and beyond parenting and demographic covariates.

描述（由申请人提供）：小学是为孩子未来学业成功奠定基础的关键时期。在此期间发展的最重要的学术技能是读写能力，没有它，大多数其他内容领域的材料就无法学好。研究发现，识字轨迹通常在小学早期就已经固定，尤其是对于处于危险中的儿童。对于生活在低富裕农村社区的儿童来说，童年中期识字率下降的现象尤其普遍，其中许多人是非裔美国人。在童年中期，有一些重要的过程在发挥作用，可以帮助我们了解儿童不同的识字途径。这个特殊的发展时期对于我们理解儿童技能、指导和养育如何相互作用以塑造新兴的识字能力至关重要。该项目利用了已经收集的大量具有代表性的农村贫困儿童样本数据，这些儿童自出生起就受到跟踪。家庭生活项目是由 NICHD 资助的一个为期 11 年的计划项目。这个精心挑选的样本使用流行病学框架来收集居住在六个贫困农村县之一的母亲所生的每个婴儿的代表性样本。 FLP 中的 1292 名儿童拥有有关儿童出生后发展的大量数据，包括：从 6 个月到一年级观察到的家庭养育投入（敏感性、语言输入和家长资源）、观察到的从幼儿园到三年级的课堂教学质量、教师对幼儿园到三年级识字教学时间和内容的评分；以及幼儿园至三年级儿童的词汇、单词识别和阅读理解能力。拟议的项目将增加五年级教学质量的观察和教师评分，以及五年级和七年级儿童识字技能的评估。通过对家庭、父母养育、学校、教室和教师的特征的研究，我们将能够更好地解释从小学到中学，按种族、贫困和性别以及学校贫困水平划分的儿童成绩的不同轨迹。了解小学早期和后期的教学质量对于预测读写能力是否更重要，以及整个小学的教学质量是否仍然对七年级后期的读写能力有影响，这些都是值得探索的重要问题。此外，在预测识字技能方面，了解高质量的教学对于识字技能较低的儿童是否比其他儿童更重要以及教学对于其他风险群体（非裔美国人、贫困状况、性别和学校贫困）是否更重要至关重要。该项目将独特地帮助我们了解小学期间观察到的特定儿童技能 X 教师教学互动是否可以预测低富裕农村地区儿童在小学和中学阶段的识字成绩，超越养育和人口统计协变量。