Ten Steps to Conducting a Large, Multi-Site, Longitudinal Investigation of Language and Reading in Young Children

This paper describes methodological procedures involving execution of a large-scale, multi-site longitudinal study of language and reading comprehension in young children. Researchers in the Language and Reading Research Consortium (LARRC) developed and implemented these procedures to ensure data in...

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Published inFrontiers in psychology Vol. 7; p. 419
Main Authors Farquharson, Kelly, Murphy, Kimberly A
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 30.03.2016
Subjects
language development
Longitudinal Studies
Protocols
Psychology
reading comprehension
Reading development
reading development
protocols
language development
reading comprehension
longitudinal studies
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Summary:This paper describes methodological procedures involving execution of a large-scale, multi-site longitudinal study of language and reading comprehension in young children. Researchers in the Language and Reading Research Consortium (LARRC) developed and implemented these procedures to ensure data integrity across multiple sites, schools, and grades. Specifically, major features of our approach, as well as lessons learned, are summarized in 10 steps essential for successful completion of a large-scale longitudinal investigation in early grades. Over 5 years, children in preschool through third grade were administered a battery of 35 higher- and lower-level language, listening, and reading comprehension measures (RCM). Data were collected from children, their teachers, and their parents/guardians at four sites across the United States. Substantial and rigorous effort was aimed toward maintaining consistency in processes and data management across sites for children, assessors, and staff. With appropriate planning, flexibility, and communication strategies in place, LARRC developed and executed a successful multi-site longitudinal research study that will meet its goal of investigating the contribution and role of language skills in the development of children's listening and reading comprehension. Through dissemination of our design strategies and lessons learned, research teams embarking on similar endeavors can be better equipped to anticipate the challenges.
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Edited by: Yvette Renee Harris, Miami University, USA
This article was submitted to Developmental Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Haley Vlach, University of Wisconsin-Madison, USA; Christina Y. Pelatti, Towson University, USA
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2016.00419