Learning Disabilities, Reading Comprehension, and the Classroom Environment.

随着学习障碍儿童越来越多地在普通教育课堂中接受服务，在普通教育课堂中，响应干预模式（RTI）已经变得普遍，更好地了解支持或不支持学习障碍儿童的课堂学习环境有可能改善他们的结果，减少转介到特殊教育。拟议的项目以两个庞大而独特的数据库为基础，有三个具体和相互关联的目标。首先，我们将使用一个大型数据集，其中包括4000多名一年级到五年级的孩子，来检验教学、教师和同伴的影响。这些孩子参加了NICHD资助的关于个性化学生阅读指导的研究（ISI, Connor, Morrison, Fishman, Schatschneider, & Undenwood, 2007），因此有课堂观察录像（每间教室三个~秋天，冬天和春天）和广泛的评估，包括阅读理解，解码，语音意识，口语，写作，执行功能，数学和动机。此外，还有大约425名从一年级到三年级的儿童的纵向数据，以及一个较小的样本，他们被跟踪到五年级。其次，我们将利用广泛的佛罗里达进度监测报告网络（PMRN）数据库跟踪这4000名儿童，让他们顺利过渡到初中和高中。第三，我们将进行两项实验研究，在实验时招募初中和高中的ISI学生，以更好地了解阅读理解和学习障碍的潜在机制，这些机制可能与课堂环境相互相关。这些因素包括制定的表象、动机、压力和焦虑。广泛实施后，这些研究的结果有可能改善弱智儿童及其同学的普通教育课堂，解释弱智儿童向初中和高中的过渡，以及小学教育中缓解或干扰这些过渡的方面，并通过识别潜在的干预机制来改善阅读理解教学。

As children with learning disabilities (LD) are increasingly served in general education classrooms, where response to intervention models (RTI) have become pervasive, better understanding classroom learning environments that support or do not support children with LD has the potential to improve their outcomes and reduce referrals to special education. Building on two large and unique data bases, the proposed project has three specific and inter-related aims. First, we will use a large data set that includes over 4000 children in first through fifth grade to examine instruction, teacher, and peer effects. These children participated in the NICHD funded studies on Individualizing Student Instruction in Reading (ISI, Connor, Morrison, Fishman, Schatschneider, & Undenwood, 2007) and so there are videotaped classroom observations (three per classroom ~ fall, winter, & spring) and an extensive battery of assessments including reading comprehension, decoding, phonological awareness, oral language, writing, executive functions, mathematics, and motivation. In addition, there are longitudinal data for approximately 425 children from 1st through 3rd grade and a smaller sample who were followed through 5th grade. Second, we will draw on the extensive Florida Progress Monitoring Reporting Network (PMRN) data base to follow these 4000 children through their transition to middle and high school. Third, we will conduct two experimental studies, recruiting the ISI students who will be in middle school and high school at the time ofthe experiments to better understand the mechanisms underlying reading comprehension and LD that may be related reciprocally to the classroom environment. These include enacted representation, motivation, stress, and anxiety. Broadly implemented, the results ofthe proposed studies have the potential to improve general education classrooms for children with LD and their classmates, to explicate the transition to middle and high school for children with LD and the aspects of elementary schooling that ease or interfer with these transitions, and to improve reading comprehension instruction by identifying potential mechanisms for intervention.