Identification, Prediction and Intervention in Adolescent Reading

描述（由申请人提供）：本项目的长期目标是确定年轻的白人和非裔美国青少年在阅读方面的动机和认知特征，这些特征是促进或阻碍他们取得成就的因素。本项目将确定认知和动机措施的最佳组合，以预测七年级学生阅读理解的成功。这些知识将为阅读领域的科学家提供信息。它对教育和心理学领域的专业人士也很有用，他们正试图减少和改善阅读障碍和动机性阅读阻力的影响，这些影响阻碍了正常的学校进步。研究设计包括三个阶段。首先，我们进行了定性调查，以确定具有负面影响的动机（阅读阻力和回避）以及积极的动机（如内部）。这包括对104名学生的采访。这些访谈被录音、转录和编码，数量和质量。其次，采用3项认知和3项动机测试的前测和后测来确定阅读理解成功和失败的最佳路径模型。第三，针对学习成绩差的学生设计两种阅读干预措施，以促进阅读的认知和动机过程。一次干预将为动机提供四种支持；一个人将提供两个支持，一个正常的学校控制将被使用。我们假设高支持会使抗拒型学生取得最大的成就，中等支持会使外在动机型学生取得最大的成就。HIM和SEM将用于检查干预对结果的影响，并调查干预和动机类型的相互作用；以及干预和种族的相互作用。该项目与公共卫生相关，因为青少年阅读失败和残疾是导致辍学、暴力和犯罪等心理健康问题的主要原因。本文研究的干预措施可能会降低中学阅读障碍的严重程度和频率，而中学阅读障碍是成年后主要形式的社会心理适应不良的前兆。

DESCRIPTION (provided by applicant): The long term goal of this project is to identify the motivational and cognitive characteristics that act as facilitators or barriers to achievement in reading for young Caucasian and African American adolescents. This project will determine the optimal combination of cognitive and motivational measures to predict success in reading comprehension for Grade 7 students. This knowledge will inform scientists in the field of reading. It will also be useful for professionals in the field of education and psychology who are attempting to reduce and ameliorate the effects of reading disability and motivational resistance to reading that prevent normal school progress. The research design contains three phases. First, a qualitative investigation is conducted to identify the motivations with negative effects (reading resistance and avoidance) as well as positive motivations (e.g., internal). This consists of interviews with 104 students. These interviews are audio taped, transcribed and coded quantitatively and qualitatively. Second, pretests and posttests of 3 cognitive and 3 motivational measures will be used to determine the optimal path model of success and failure in reading comprehension. Third, two reading interventions will be designed for low-achieving students to increase cognitive and motivational processes of reading. One intervention will provide four supports for motivation; one will provide two supports, and a normal school control will be used. We hypothesize the high support will maximize achievement for the resistant students, and the moderate support will maximize achievement for the extrinsically motivated students. HIM and SEM will be used to examine intervention effects on outcomes and to investigate the interaction of intervention and motivation types; and the interaction of intervention and ethnicity. This project is relevant to public health because reading failure and disability in adolescence are major contributors to mental health issues of school drop-out, violence, and crime. The interventions studied here may reduce the severity and frequency of middle school reading disabilities, which is an antecedent to major forms of psychosocial maladjustment in adulthood.