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

• 批准号: 10567796
• 负责人: Jessica R. Toste
• 金额: $ 67.5万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 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: https://reporter.nih.gov/project-details/10567796
• 关键词: Academic achievement; Accounting; Achievement; Address; Affect; African American student; Age; Archives; Black race; Characteristics; Complex; Critical Race Theory; Data; Data Aggregation; Data Analyses; Data Set; Development; Disparity; Education; Effectiveness; Effectiveness of Interventions; Goals; Growth; Health; Individual; Individual Differences; Infrastructure; Intervention; Intervention Studies; Investments; Language; Measures; Methodology; Modeling; Oral; Outcome; Personal Satisfaction; Positioning Attribute; Poverty; Race; Reading; Reading Disabilities; Research; Research Personnel; Research Project Grants; Resources; Risk; Role; Sampling; Scientific Inquiry; Social Environment; Socioeconomic Status; Source; Statistical Models; Students; System; Systems Theory; Testing; Time; United States National Institutes of Health; academic intervention; data integration; data repository; disability; education research; eighth grade; evidence base; fourth grade; intervention effect; peer; psychologic; racial difference; reading ability; response; skills; stem; student participation; therapy development; treatment effect; treatment response

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).

项目摘要 阅读习得方面的持续、棘手的挑战提出了关键的教育和健康问题， 阅读是衡量一生收入、总体健康和整体幸福感的一个已知指标（经合组织，2012年）。几十年 的教育研究有助于补充阅读干预的发展和测试 为有阅读障碍或有阅读障碍的学生提供密集的、有针对性的支持， 残疾（RD）。然而，迄今为止，在阅读方面，还没有对种族差异进行全面的探讨 干预效果。全国数据显示，只有18%的黑人学生阅读达到或超过熟练水平。 四年级的水平，而他们的白色同龄人的45%（NAEP，2019）。这种差距并不随着年龄的增长而缩小 (15%和42%在八年级），也没有随着时间的推移缩小（NAEP，2019）。加深我们对 这些阅读成绩的差异需要科学的调查，以解开种族的作用， 确定干预效果。对种族差异的探索在一定程度上受到了阻碍， 在教育和心理研究中缺乏黑人学生的代表性（例如，Graham，1992年; Graves等人，2021年; Lindo，2006年），以及一种主要的种族中立的干预发展方法， 试验.因此，拟议项目的总体目标是从以下方面的严格研究中汇总数据： 补充阅读干预的学生或风险RD调查存在的差异 黑人和白色学生之间的干预效果。我们使用一个跨学科的框架， 生物生态系统理论，该理论认识到个体差异的来源， 我们的社会环境内部和之间的相互作用，与QuantCrit，一个方法论的关键子领域， 种族理论总的来说，这一框架承认，我们的干预措施可能不是种族中立的， 复杂的系统可能会对这些干预措施的有效性产生不同的影响， 学生拟议的综合数据集，代表了超过3900万美元的联邦研究 将在LDbase数据储存库中存档和共享。通过利用现有的 LDbase的基础设施和利用以前承诺的NIH资源，我们处于独特的位置， 通过三个具体目标（SA）解决研究项目的总体目标。首先，我们将组装一个 整合数据集与严格阅读干预研究的数据（SA 1）。第二，我们使用综合 数据，以确定是否有不同的干预效果，黑人学生相比，他们的白色 peers（SA2）.最后，我们确定了学生的特征，干预措施和结果， 与白色同龄人相比，黑人学生对阅读干预的反应差异（SA 3）。