Progression of reading and writing disabilities from late elementary to middle grades

目前项目的目的是提高我们对如何以及在多大程度上更高层次的理解 阅读(词汇、背景知识、推理和策略)和写作的组成部分技能 (复杂性、组织、生产力、修订和编辑)相互作用，以及它们如何与阅读中的变化相关 小学后期和中学阶段的理解和写作能力。我们专注于有学习能力的儿童 通过维度方法和无维度方法识别的残疾(LD)，并与典型的 发展学生。这个项目有三个具体目标。目标1(阅读理解)建立在 实验文献，并评估了组件之间的直接和中介方向关系 阅读(例如，推理和背景知识)和阅读理解(3-8年级)。 从历史上看，关于阅读的研究与方法(作为阅读理解的结果)和 框架(作为一个系统的阅读理解)，使用本质上处理阅读的方法 理解是一种单维的结果，而不是认知模型所描述的复杂系统 对阅读的兴趣。目标1利用从国家机构收集的数据来拟合结构方程模型(SEM)，使用 项目水平的数据，以得出更高阶组件技能的可靠子量表。这种方法特别是 它很有用，因为它允许将重点从作为结果的阅读转移到一系列复杂的过程，这些过程影响 结果发生了变化。该项目这一阶段的数据来自#年3-8年级的学生(N=42,095 康涅狄格州(2008-2013年收集)。目标2(写作)评估写作组成部分的发展和 它们与典型发育中的书面表达的关系，以及学习障碍儿童。在写作研究的同时 历来将书面表达视为一个多维系统，研究与组成部分技能和 写作往往不受明确它们之间直接关系和中介关系性质的理论的影响。在这 在项目阶段，我们将分析文章(N=6,000)，以获得写作质量/生产力的指数 自动评分以确定写作如何作为更高级别的写作过程的函数而发展(例如， 修订、编辑、组织)。目标3(共同发展)考察了阅读和写作之间的相互作用 通过纵向评估时间，针对不同的阅读和写作组成部分，不同类型的写作 结果，以及有和没有学习成绩的学生。关于高等教育发展的研究还不够充分。 对典型发育儿童和学习不良儿童的阅读和写作成分进行排序。结果将会扩大 以新颖的方式了解组件之间的直接和中介关系(例如，通过阅读和 写作领域)，它们对学业成绩的影响在同一时间点和纵向发展 在小学和中学。研究结果将有助于更好地描述阅读和写作的特点 学习困难学生的学习困难。

The purpose of the current project is to improve our understanding how and to what extent higher-order component skills of reading (vocabulary, background knowledge, inferencing and strategies) and writing (complexity, organization, productivity, revision and editing) interact, and how they relate to changes in reading comprehension and writing across late elementary and middle grades. We focus on children with learning disabilities (LDs) as identified by dimensional and non-dimensional approaches and compare with typically developing students. This project has three specific aims. Aim 1 (reading comprehension) builds on experimental literature and evaluates the direct and mediated directional relations among components of reading (e.g., inferencing and background knowledge) and reading comprehension across grades 3-8. Historically, research on reading has mismatched the approach (reading comprehension as an outcome) and framework (reading comprehension as a system), employing methods that essentially treat reading comprehension as a unidimensional outcome rather than a complex system as described by cognitive models of reading. Aim 1 draws on data collected from a state agency to fit structural equation models (SEM) using item-level data to derive reliable sub-scales of higher-order component skills. This approach is particularly useful as it allows the focus to shift from reading as an outcome to a complex set of processes that influence change in outcome. The data for this phase of the project come from students (N = 42,095) in grades 3-8 in Connecticut (collected in 2008-2013). Aim 2 (writing) evaluates the development of components of writing and how they relate to written expression in typically developing, and children with LD. While research on writing has historically treated written expression as a multi-dimensional system, studies relating component skills and writing are often not informed by theories that specify the nature of their direct and mediated relations. In this phase of the project, we will analyze essays (N = 6,000) to obtain indices of writing quality/productivity using automated scoring to determine how writing develops as a function of higher-order processes of writing (e.g., revision, editing, organization). Aim 3 (co-development) examines how reading interacts with writing over time by assessing both longitudinally, for different components of reading and writing, different types of writing outcomes, and for students with and without LD. There is insufficient research on the development of higher- order components of reading and writing in typically developing and children with LD. Results will expand knowledge about direct and mediated relations among components in novel ways (e.g., across reading and writing domains), their effect on academic achievement at the same time-point and longitudinal development across elementary and middle school. The results will help to better characterize the reading and writing difficulties of students with LD.