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).

项目总结 阅读习得带来的持续、棘手的挑战带来了关键的教育和健康问题，如 阅读是衡量终生收入、总体健康和整体福祉的已知指标(OECD，2012年)。几十年 教育研究为补充阅读干预措施的开发和测试做出了贡献 提供密集的、有针对性的支持，以促进有阅读障碍或有阅读风险的学生的成就 伤残(RD)。然而，到目前为止，还没有关于阅读中的种族差异的全面探索 干预效果。全国数据显示，只有18%的黑人学生的阅读水平达到或超过熟练程度 四年级的水平，而白人同龄人的这一比例为45%(NAEP，2019年)。这种差距不会随着年龄的增长而缩小。 (八年级时分别为15%和42%)，随着时间的推移也没有缩小(NAEP，2019年)。加深对……的理解 阅读成绩的这些差异需要科学研究，以理清种族在阅读中的作用 确定干预效果。对种族差异的探索在一定程度上受到了一种 黑人学生在教育和心理学研究中缺乏代表性(例如，Graham，1992； Graves等人，2021；Lindo，2006)，以及以种族中立为主的方法来干预开发和 测试。因此，拟议项目的总体目标是从严格的研究中汇总数据 对有RD或RD高危学生的补充阅读干预，以调查差异的存在 黑人和白人学生之间的干预效果。我们使用一个跨学科的框架，将 生物生态系统理论，它认识到源于动态的个体差异的根源 在我们的社会环境内和社会环境之间的互动，以及QuantCrit，一个关键的方法论子领域 种族理论。总而言之，这一框架认识到，我们的干预可能不是种族中立的， 复杂的系统可能会不同地影响这些干预措施对某些群体的有效性 学生们。拟议的综合数据集，代表着超过3900万美元的联邦研究资金 投资，将在LDbase数据库数据库中存档和共享。通过利用现有的 LDbase的基础设施和利用之前承诺的NIH资源，我们处于独特的位置 通过三个具体目标(SA)阐述研究项目的总体目标。首先，我们将组装一个 整合了来自严格阅读干预研究的数据集(SA1)。第二，我们使用集成的 确定黑人学生和白人学生的干预效果是否存在差异的数据 同级(SA2)。最后，我们确定了学生的特征、干预措施和结果，以解释 黑人学生与白人学生对阅读干预的不同反应(SA3)。