THE FLORIDA LONGITUDINAL STUDY

该项目包括三项研究。两项横断面研究将用于测试替代模型， 词汇量和流利度的个体差异的潜在维度。的目标 研究一是考察词汇知识的两个潜在维度。第一个区别是 产生一个定义并在上下文中使用一个词。二是词汇知识的对比 和形态意识。研究二的目的是了解准确率和速度在阅读理解中的作用 阅读和快速命名。本研究将探讨阅读率与准确率之间的关系， 以及快速命名率和快速命名准确率之间的关系，采用验证性因素分析， 多个测量的结构，以创建潜在的变量。本研究将探讨 当阅读文章时，准确率和速度的个体差异是指标 （a）阅读技能的相同结构，（B）不同但相关的结构，（c）独立的结构， 或（d）由于速度-准确性折衷而负相关的构造。该研究还将探讨 在快速命名任务中，这四种相同的速度和准确性的可能性。此外，研究将 在阅读段落的背景下，解决速度和准确性之间的关系， 理解和快速命名任务的背景下。前两项研究的参与者将是100名 二年级和四年级各100名。后续纵向研究的参与者将 将有300名一年级学生每年接受评估，直到四年级。这项研究将有助于测试 发展九个关键结构之间因果关系的替代模型：语音意识， 解码，词汇-包括形态方面，流畅性，阅读理解，拼写，书面 工作记忆和听力理解。

This project consists of three studies. Two cross-sectional studies will be used to test alternative models of the underlying dimensions of individual differences in vocabulary and in fluency, respectively. The goal of study one is to examine two potential dimensions of vocabulary knowledge. The first is a distinction between producing a definition and using a word in context. The second is a contrast between vocabulary knowledge and morphological awareness. The goal of study two is to understand what roles accuracy and rate play in both reading and rapid naming. This study will examine the relation between reading rate and accuracy, as well as between rapid naming rate and rapid naming accuracy, using a confirmatory factor analysis with multiple measurements of the constructs to create latent variables. This study will address the extent to which individual differences in accuracy and rate when reading passages for comprehension are indicators of (a) the identical construct of reading skill, (b) distinct yet correlated constructs, (c) independent constructs, or (d) negatively correlated constructs because of speed-accuracy tradeoffs. The study also will address these same four possibilities for speed and accuracy in the rapid naming task. In addition, the study will address the relation between speed and accuracy measured in the context of reading passages for comprehension and in the context of rapid naming tasks. Participants in the first two studies will be 100 second-grade and 100 fourth-grade children respectively. Participants in a follow-up longitudinal study will be 300 first-grade students who will be assessed annually through fourth grade. This study will serve to test alternative models of developing causal relations among nine key constructs: phonological awareness, decoding, vocabulary-including morphological aspects, fluency, reading comprehension, spelling, written expression, working memory, and listening comprehension.