Language, Cognitive, and Neuropsychological Processes in Reading Comprehension

描述（由申请人提供）：国内和国际研究表明，相当数量的青少年不能充分理解复杂的文本，阻碍了他们在学校的成功，获得高等教育的机会，以及在竞争日益激烈的工作环境中的就业机会（Biancarosa & Snow, 2004; Kamil, Borman, Dole, Kral, Salingner, & Torgesen, 2008）。因此，本申请的目的是通过NIH指导临床科学家研究职业发展奖（K08）请求支持五年的指导研究，以便更好地理解为什么青少年读者不能理解他们所阅读的材料。培训计划将侧重于以下领域：(1)理解和学习的认知、发展和神经心理学理论/模型；设计基本认知实验，以识别影响语言和阅读理解发展的语言、文本特定和领域一般认知过程（主要导师：Barnes）；(2)设计具有理论动机的、可靠的、有效的文本层面认知过程测量方法[以及在测量、IRT、多层次建模和实验设计方面的高级培训]（导师：Francis）；(3)整合这些信息来设计、实施和评估针对青少年理解能力差的干预措施（导师：Vaughn）；(4)资助写作和发展强大的出版记录（导师：弗莱彻）。该研究计划有三个具体目标，将侧重于(1)语言、文本层面的认知过程和构成阅读理解基础的神经心理过程；(2)构成推理和信息整合基础的技能；(3)设计可靠有效的推理和信息整合措施。

DESCRIPTION (provided by applicant): National and international studies have revealed that significant numbers of adolescents do not adequately comprehend complex texts, impeding their success in school, access to post-secondary learning, and employment opportunities within our increasingly competitive work environment (Biancarosa & Snow, 2004; Kamil, Borman, Dole, Kral, Salingner, & Torgesen, 2008). Thus, the purpose of this application is to request support for five years of mentored research through the NIH Mentored Clinical Scientist Research Career Development Award (K08) in order to better understand why adolescent readers fail to understand the material they read. The training plan will focus on the following areas: (1) cognitive, developmental, and neuropsychological theories/models of comprehension and learning; the design of basic cognitive experimentation for the purpose of identifying language, text-specific, and domain general cognitive processes that influence language and reading comprehension development (primary mentor: Barnes); (2) the design of theoretically motivated, reliable, and valid measures of text-level cognitive processes [and advanced training in measurement, IRT, multi-level modeling, and experimental design] (mentor: Francis); (3) the integration of this information to design, conduct, and evaluate interventions for adolescent poor comprehenders (mentor: Vaughn); and (4) grant writing and development of a strong publication record (mentor: Fletcher). The research plan has 3 specific aims that will focus on (1) the language, text-level cognitive processes, and neuropsychological processes that underlie reading comprehension, (2) the skills that underlie inference making and the integration of information, and (3) the design of reliable and valid measures of inference making and integration of information.