Do Characteristics of the Reader Contribute to Beginning Readers' Online and Offline Performances on Cohesive and Less-cohesive Texts?

项目主任/首席调查员(最后、第一、中间)：汉农，布伦达·安·玛丽 获得基本的阅读水平是许多儿童面临的一个问题，如果没有及早识别/ 干预它会导致自尊和学习动机低下，这在小学年级就已经存在了。 一个(里昂，2002)。事实上，22%的白人四年级学生和50%的少数民族学生的阅读能力低于基础水平 美国的阅读水平(NAEP，2011)，乞求关于我们何时以及如何提高阅读能力的问题 我们的年轻读者的表演。我的初步研究表明，一些读者特征的贡献， 如单词技能和工作记忆，随着语篇衔接水平的不同而不同(例如 文本是相互关联的)，并且这些不同的贡献发生在两个后文本问题(即，离线 阅读测量)和眼球运动(即在线阅读测量) 开始阅读(即第一次1.0-1.5年的阅读)。这项提案的总体目标是进一步探索 这些新颖且具有重要理论意义的发现。在研究一中，我确定了读者特征的影响 以及语篇连贯对读者线下阅读表现的影响。在这项研究中，我将使用： (Ii)评估阅读的理论上的重要组成部分的心理测量方法；和(Ii)连贯和 连贯程度较低的文本。数据将使用多种统计方法进行分析，以确定 读者特征和语篇连贯对初读读者的独立/互动贡献 离线阅读测试(即课后问题)的表现。这项研究的结果将增加 关于发展性阅读的理论知识，例如，这项研究将决定：(I)哪种理论是 最适合于解释早期识字和(Ii)连贯和不连贯的文本是否利用相同的认知 机制也是一样的。在研究二中，我确定了阅读特征和文本的贡献 与开始阅读的读者在在线阅读测量(即眼动)上的表现一致。在这项研究中 我再次使用心理测量法来评估理论上阅读的重要组成部分，但我也记录 当读者阅读连贯和不连贯的文本时，开始他们的眼动。这项研究的结果将 找出哪种阅读理论(S)最适合解释在线开始阅读。此外，通过研究 基于开头眼动的连贯与不连贯语篇的潜在认知机制 读者们，我们可以更全面地了解网络阅读的发展轨迹。总而言之， 本提案将是对读者/文本特征和线上/线下措施的第一次研究 同时在一项研究中。预计这项非常综合的提案的结果将提供关键的 识别/提炼/扩展当前阅读理论的知识基础 反过来，这又是理解阅读轨迹所必需的。 OMB编号0925-0001/0002(08/12版批准至2015年8月31日)页面续格式页面

Program Director/Principal Investigator (Last, First, Middle): Hannon, Brenda Ann Marie Acquiring basic levels of reading is a problem that many children face and, without early identification/ intervention it can lead to low levels of self-esteem and motivation to learn, which are present as early as grade one (Lyon, 2002). Indeed, 22% of white 4th grade students and 50% of minority students are below basic reading levels in the U.S. (NAEP, 2011), begging the questions as to when and how we can enhance the reading performances of our young readers. My pilot study shows that the contributions of some reader characteristics, such as word skills and working memory, vary as a function of the cohesion level of a text (e.g., degree ideas in a text are interconnected) and that these varying contributions occur with both post-text questions (i.e., an offline measure of reading) and eye movements (i.e., online measures of reading) during the crucial window of beginning reading (i.e., first 1.0 - 1.5 years of reading). The overall goal of this proposal is to further explore these novel and theoretically-important findings. In Study One I determine the influences of reader characteristics and text coherence on beginning readers’ performances on offline measures of reading. For this study I will use: (ii) psychometric measures to assess the theoretically-important components of reading and (ii) cohesive and less-cohesive texts. Data will be analyzed using multiple statistical methods to determine the independent/interactive contributions that reader characteristics and text coherence make to beginning readers’ performances on offline reading measures (i.e., post-text questions). The results of this study will add to theoretical knowledge about developmental reading, For example, this study will determine: (i) which theory is best for explaining early literacy and (ii) whether coherent and less-coherent texts tap the same cognitive mechanisms to the same extent. In Study Two I determine the contributions of reading characteristics and text coherence to beginning readers’ performance on online measures of reading (i.e., eye movements). In this study I again use psychometric measures to assess theoretically-important components of reading but I also record beginning readers’ eye movements as they read coherent and less-coherent texts. The results of this study will identify which theory(s) of reading is best for explaining online beginning reading. Moreover by examining the underlying cognitive mechanisms of coherent versus less-coherent texts using the eye movements of beginning readers, we can more completely understand the trajectory of online reading development. In summary, the present proposal will be the first study to examine reader/text characteristics and online/offline measures simultaneously in one study. It is expected that the results of this very integrative proposal will provide the critical foundation of knowledge for identifying/refining/extending current theories of reading for beginning reading which, in turn, is necessary for understanding the trajectory of reading. OMB No. 0925-0001/0002 (Rev. 08/12 Approved Through 8/31/2015) Page Continuation Format Page