CROSS-CULTURAL STUDY OF COGNITION AND READING

这项研究的目的是使用一套独特的自然发生的 研究识字能力获得和保持的性质 在童年和青春期早期。 在这两大类中， 本研究将探讨以下几个具体问题：（1）教学法与阅读 （2）认知变量与阅读变量之间的关系; (3)元认知行为系统在阅读中的作用 差异（如性别、语言、职业）和（5） 背景、家庭和家庭变量对识字率的影响。 实验数据将在大约3年的时间内收集 700名8至15岁的儿童（一半男孩，一半女孩）。 这些儿童中有一半已经参加了以前的项目， 他们的学前教育经验被认为是一个因素， 认知和阅读技能的发展。 这一半样本将 是上一个项目的纵向延续，重点是 特别是在阅读理解方面。 的另一半 抽样调查将成为研究如何保持或保持识字率的一部分 在不同的实践条件下。 这项研究将包括一个 短期的纵向比较12岁的儿童谁要么留下来， 在公立学校，或离开从事其他职业。 这些儿童 这后一个样本谁留在学校也将作为一个额外的 上述识字能力获得纵向研究中的样本联系 之前 这个跨文化项目提供了一个不寻常的机会， 不同的社会和教学因素对习得的影响 阅读和认知技能。 此外，该项目还提出了一项 第一次系统地研究个人的读写能力 只受过中等教育（5年级），然后从事 非学校职业，识字水平低。

The purpose of this research is to use a unique set of naturally ocurring contexts to study the nature of literacy acquisition and literacy retention during childhood and early adolescence. Within these two broad categories, several specific issues will be explored: (1) pedagogy and reading acquisition; (2) the relationship between cognitive and reading variables; (3) the role of metacognitive behavior systems on reading; (4) individual differences (e.g. gender, language, occupation and (5) the influences of context, home and family variables on literacy. Experimental data will be collected over a 3 year period on approximately 700 children (half boys, half girls) ranging in age from 8 to 15 years. Half of these children have already participated in a previous project in which their pre-schooling experience was considered as a factor in the development of cognitive and reading skills. This half of the sample will constitute a longitudinal continuation of the previous project, focusing particularly on aspects of reading comprehension. The other half of the sample will be part of a study of how literacy is retained or maintained under varing conditions of practice. This study will consist of a short-term, longitudinal comparison of 12-year-old children who either stay in public school, or leave to engage in other occupations. Those children of this latter sample who remain in school will also serve as an additional sample linkage in the longitudinal study of literacy acquisition mentioned earlier. This cross-cultural project provides an unusual opportunity to separate the effects of different societal and pedagogical factors on the acquisition of reading and cognitive skills. In addition, the project proposed one of the first systematic studies of what happens to literacy skills in individuals who have had only a modest (5th grade) education, and then engage in non-school occupations, with low levels of literacy practice.