Understanding reading comprehension in older adults identifying and examining stability, within and between, key components over time

良好的阅读理解能力对于有效和准确地共享信息至关重要，在现代社会中也是必不可少的。尽管如此，最新的生活技能调查显示，英格兰近15%的成年人缺乏足够的能力，甚至无法在GCSE水平的英语评估中获得最低等级（BIS，2011）。完全理解书面信息的能力有限可能会产生重大后果，使关键任务复杂化，例如理解药瓶上的说明。认知过程中与年龄相关的正常变化意味着老年人可能特别容易受到阅读理解技能的不利变化的影响（Hannon & Daneman，2009）。这是一个重要的问题，因为到2030年，全球65岁以上的人口预计将增加3.83亿（He，Goodkind &科瓦尔，2016）。我提出了一个项目，以确定潜在的阅读理解的认知资源，并调查这些组件在老年人的稳定性。这个项目的研究结果将为终生有效的阅读理解提供策略支持

Good reading comprehension is vital for effective and accurate sharing of information, and it is essential in modern society. Despite this, the most recent Skills for Life Survey revealed that almost 15% of adults in England lack sufficient ability to attain even the lowest grade in GCSE-level English assessments (BIS, 2011). Limitations in the capacity to fully comprehend written information can have significant consequences, complicating critical tasks such as understanding the instructions on medication bottles. Normal age-related changes in cognitive processes imply that older adults could be especially vulnerable to adverse changes in reading comprehension skills (Hannon & Daneman, 2009). This is an important concern because the number of people aged 65+ is projected to increase globally by 383 million by 2030 (He, Goodkind & Kowal, 2016). I propose a project to identify the cognitive resources underlying reading comprehension, and to investigate the stability of these components in older adults. The findings from this project will inform strategies to support effective reading comprehension across the lifespan