Modeling Longitudinal Reading Comprehension in Adolescence: Protective and Risk Factors

项目总结/摘要 今天的高中生被要求理解和综合越来越多的信息 复杂多样的文本这些高级阅读理解要求反映在当前的教育中， 标准，如共同核心国家标准，并在英语语言艺术课程通过 高中。学生应“整合和解释”，并“反映和评估”信息， 文本类型、内容区域和表示媒体。问题是我们没有经验证明 反映高中生遇到的文本和任务复杂性的理论模型。此外，本发明还 现存的模型没有提供一个解释性的框架，单语优于双语， 女生多于男生。这种缺乏基于证据的阅读理解结构模型的现象 构成了阅读科学的一个关键缺口，限制了我们解决有据可查的阅读的能力。 第二个关键的差距是缺乏全面的预测因素 超越简单的阅读（SVR）观点，并考虑额外的认知影响， 阅读理解，如执行功能，以及心理和生态因素，如阅读， 动机和学校环境，随着它们的巩固或变化， 在青春期。第三个关键差距是缺乏从初中到高中的纵向研究， 找出随着时间的推移而发挥作用的独特因素，这些因素可能会保护青少年免受以下疾病的侵害，或使他们面临更高的风险： 阅读理解力差。这些因素的影响力可能不同于那些影响阅读的因素 小学生的理解能力。我们的项目-建模纵向阅读 青少年的理解：保护和风险因素-汇集了多学科 研究人员要解决这些知识差距，并推进理解阅读理解高， 学校学生。我们的主要目标是确定11年级阅读理解的结构， 阐明青春期内和整个青春期阅读理解的关键预测因素，并确定保护性和 阅读理解能力好与差的危险因素。我们建立在我们的研究进行的语言 和阅读研究联盟（LARRC）和单语和双语阅读理解 （MBRC）项目。这是一个独特的机会，继续我们的学生谁LARRC纵向研究， 进入学前班时，只会说英语，或者会说西班牙语和英语双语。这两 纵向组现在是九年级。来自MBRC的其他纵向参与者（单语， 双语）将继续在9年级和11年级。我们将评估这四个纵向 11年级的样本，以及11年级学生的新横截面样本。

Project Summary/Abstract Today's high school students are required to understand and synthesize information from increasingly complex, diverse texts. These advanced reading comprehension demands are reflected in current educational standards, such as the Common Core State Standards, and in the English Language Arts curricula adopted by high schools. Students are expected to `integrate and interpret' and to `reflect and evaluate' information across text types, content areas, and presentation media. The problem is that we do not have empirically validated theoretical models that reflect the text and task complexities encountered by high school students. Further, extant models do not provide an explanatory framework for the advantage for monolingual over bilingual or female over male students. This lack of evidenced-based models of the structure of reading comprehension constitutes a critical gap in reading science that limits our ability to address the well-documented reading deficits of high school students in the U.S. A second critical gap is the lack of comprehensive predictor models that go beyond the simple view of reading (SVR) and consider additional cognitive influences on reading comprehension, such as executive function, as well as psychological and ecological factors, such as motivation and the school environment, which may become more influential as they consolidate or change during adolescence. A third critical gap is the lack of longitudinal studies from middle to high school that can identify unique factors operating over time that may protect adolescents from, or place them at higher risk of, poor reading comprehension. These may differ in their strength of influence from those affecting reading comprehension in elementary school students. Our project - Modelling Longitudinal Reading Comprehension in Adolescence: Protective and Risk Factors - brings together multidisciplinary researchers to address these knowledge gaps and advance understanding of reading comprehension in high- school students. Our principal goals are to determine the structure of reading comprehension in 11th grade, clarify key predictors of reading comprehension within and across adolescence, and to identify protective and risk factors for good and poor reading comprehension. We build on our research conducted as the Language and Reading Research Consortium (LARRC) and the Monolingual and Bilingual Reading Comprehension (MBRC) project. This is a unique opportunity to continue our LARRC longitudinal study of students who entered preschool as monolingual English speakers or as Spanish-English bilingual speakers. These two longitudinal groups are now in 9th grade. Additional longitudinal participants from MBRC (monolingual, bilingual) assessed in 6th grade will continue in 9th and 11th grades. We will assess these four longitudinal samples in 11th grade, and a new cross-sectional sample of 11th graders.