An Integrated Data Approach to Exploring Racial Differences in Reading Intervention Effectiveness
探索阅读干预效果中种族差异的综合数据方法
基本信息
- 批准号:10567796
- 负责人:
- 金额:$ 67.5万
- 依托单位:
- 依托单位国家:美国
- 项目类别:
- 财政年份:2023
- 资助国家:美国
- 起止时间:2023-05-08 至 2028-04-30
- 项目状态:未结题
- 来源:
- 关键词:Academic achievementAccountingAchievementAddressAffectAfrican American studentAgeArchivesBlack raceCharacteristicsComplexCritical Race TheoryDataData AggregationData AnalysesData SetDevelopmentDisparityEducationEffectivenessEffectiveness of InterventionsGoalsGrowthHealthIndividualIndividual DifferencesInfrastructureInterventionIntervention StudiesInvestmentsLanguageMeasuresMethodologyModelingOralOutcomePersonal SatisfactionPositioning AttributePovertyRaceReadingReading DisabilitiesResearchResearch PersonnelResearch Project GrantsResourcesRiskRoleSamplingScientific InquirySocial EnvironmentSocioeconomic StatusSourceStatistical ModelsStudentsSystemSystems TheoryTestingTimeUnited States National Institutes of Healthacademic interventiondata integrationdata repositorydisabilityeducation researcheighth gradeevidence basefourth gradeintervention effectpeerpsychologicracial differencereading abilityresponseskillsstemstudent participationtherapy developmenttreatment effecttreatment response
项目摘要
PROJECT SUMMARY
Persistent, intractable challenges with reading acquisition present critical educational and health concerns as
reading is a known indicator of lifetime earnings, general health, and overall wellbeing (OECD, 2012). Decades
of educational research has contributed to the development and testing of supplemental reading interventions
that provide intensive, targeted support to promote achievement for students with or at-risk for reading
disability (RD). However, to date, there has been no comprehensive exploration of racial differences in reading
intervention effectiveness. National data indicate that only 18% of Black students read at or above proficient
levels in fourth grade, compared to 45% of their White peers (NAEP, 2019). This gap does not narrow with age
(15% and 42% at eighth grade), nor has it narrowed over time (NAEP, 2019). Furthering our understanding of
these disparities in reading achievement requires scientific inquiry that disentangles the role of race in
determining intervention effectiveness. The exploration of racial differences has been dissuaded in part by a
lack of representation of Black students in educational and psychological research (e.g., Graham, 1992;
Graves et al., 2021; Lindo, 2006), and a predominantly race neutral approach to intervention development and
testing. Thus, the overall goal of the proposed project is to aggregate data from rigorous studies of
supplemental reading interventions for students with or at-risk for RD to investigate the presence of differential
intervention effects between Black and White students. We use a cross-disciplinary framework that integrates
bioecological systems theory, which recognizes sources of individual difference that stem from dynamic
interactions within and between our social environments, with QuantCrit, a methodological subfield of critical
race theory. Taken together, this framework recognizes that our interventions are likely not race neutral and
complex systems may differentially affect the effectiveness of these interventions for certain groups of
students. The proposed integrated dataset, representing more than 39 million dollars in federal research
investment, will be archived and shared on the LDbase data repository. By leveraging the existing
infrastructure of LDbase and making use of previously committed NIH resources, we are uniquely situated to
address the overall goal of the research project through three specific aims (SA). First, we will assemble an
integrated dataset with data from rigorous reading intervention studies (SA1). Second, we use the integrated
data to determine whether there are differential intervention effects for Black students compared to their White
peers (SA2). And finally, we identify characteristics of students, interventions, and outcomes that explain
differential response to reading intervention for Black students as compared to their White peers (SA3).
项目总结
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Jessica R. Toste其他文献
Understanding Unresponsiveness to Tier 2 Reading Intervention
了解对二级阅读干预的反应迟钝
- DOI:
- 发表时间:
2014 - 期刊:
- 影响因子:0
- 作者:
Jessica R. Toste;D. Compton;D. Fuchs;L. Fuchs;Jennifer K Gilbert;Eunsoo Cho;Laura A. Barquero;B. Bouton - 通讯作者:
B. Bouton
Does Knowing What a Word Means Influence How Easily Its Decoding is Learned?
了解单词的含义是否会影响其解码的容易程度?
- DOI:
- 发表时间:
2017 - 期刊:
- 影响因子:0
- 作者:
Mélissa Michaud;Éric Dion;Anne Barrette;V. Dupéré;Jessica R. Toste - 通讯作者:
Jessica R. Toste
Perceptions of Academic Performance
对学业表现的看法
- DOI:
- 发表时间:
2013 - 期刊:
- 影响因子:3
- 作者:
N. Heath;Elizabeth Roberts;Jessica R. Toste - 通讯作者:
Jessica R. Toste
Self–Determination to Increase Oral Reading Fluency Performance: Pilot and Replication Single–Case Design Studies
提高口语阅读流畅性的自我决定:试点和复制单案例设计研究
- DOI:
- 发表时间:
2020 - 期刊:
- 影响因子:1.8
- 作者:
L. Didion;Jessica R. Toste;Sarah A. Benz - 通讯作者:
Sarah A. Benz
Reading Big Words: Instructional Practices to Promote Multisyllabic Word Reading Fluency
阅读大单词:促进多音节单词阅读流畅性的教学实践
- DOI:
10.1177/1053451216676797 - 发表时间:
2017 - 期刊:
- 影响因子:0.8
- 作者:
Jessica R. Toste;K. Williams;Philip Capin - 通讯作者:
Philip Capin
Jessica R. Toste的其他文献
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