NIH R01 · 2025
Modeling Longitudinal Reading Comprehension in Adolescence: Protective and Risk Factors
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…
From the public funding record at NIH RePORTER. Describes the funded project, not the reviews below.