Assessing the links between risk factors, COVID-19 impacts, and reading skills

评估风险因素、COVID-19 影响和阅读技能之间的联系

• 批准号: 10503242
• 负责人: Sara Ann Hart
• 金额: $ 58.96万
• 依托单位: FLORIDA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-12 至 2027-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10503242
• 关键词: Academic achievement; Achievement; Address; Affect; Age; Attention; COVID-19; COVID-19 impact; COVID-19 pandemic; Censuses; Child; Cognitive; Computers; Data; Data Collection; Economic Conditions; Enrollment; Environment; Equilibrium; Family; Family history of; Family member; Food; Gender; Geography; Goals; Grant; Health; Home; Housing; Impairment; Instruction; Internet; Knowledge; Learning; Learning Disabilities; Libraries; Link; Location; Long-Term Effects; Longitudinal Surveys; Measurement; Measures; Mediating; Mental Health; Mental disorders; Mentors; Methods; Modeling; Monitor; Occupations; Outcome; Parents; Pathway interactions; Peer Group; Personal Satisfaction; Persons; Procedures; Questionnaires; Reading; Research; Resources; Risk; Risk Factors; Role; Sampling; Schools; Services; Severities; Social Interaction; Socioeconomic Status; Source; Speed; Stress; Surveys; Technology; Testing; Time; Trauma; Twin Multiple Birth; UNESCO; cohort; community center; digital; economic impact; elementary school; experience; family structure; fourth grade; health economics; instructor; kindergarten; long term consequences of COVID-19; neighborhood disadvantage; pandemic disease; peer; physical conditioning; racial and ethnic; racial discrimination; reading ability; reading difficulties; recruit; resilience; skills; social; socioeconomics; stressor; teacher

PROJECT SUMMARY The COVID-19 pandemic has presented a sudden yet persisting set of stressors for children across the U.S., that have had far-reaching impacts on their wellbeing, health, and academic outcomes. The COVID-19 pandemic brought about an unprecedented number of school closures that have impacted learning for nearly 78 million children (UNESCO, 2021). Learning to read is crucial, as reading is a critical indicator of lifetime earnings, general health, and wellbeing (OECD, 2012). Before the pandemic, many children were already at risk for reading difficulties, with only 35% of U.S. fourth graders showing proficient levels of reading ability (NCES, 2019). These reading difficulties have only been magnified by COVID-19 related impacts. Data from the 2020-2021 school year shows that children’s reading scores got worse, with average end of year reading scores 3 to 6 percentile points lower than pre-pandemic levels (Lewis et al., 2021). The overall goal of this project is to uncover the mechanisms through which COVID-19 has and will have short-term and long-term impacts on children’s reading skills. We use a risk-resilience model as the framework for this project, which recognizes children have varying levels of risk factors that make them more or less likely to be affected by COVID-19 related disruptions to their sources of resiliency. We will capitalize on an existing active national twin project, the National Project on Achievement in Twins (NatPAT). NatPAT has already enrolled a cohort of 1801 pairs of twins (and growing) and has been tracking them as they progress through elementary school, collecting their reading progress monitoring data three times a year. We will continue to enroll twins into NatPAT using our successful and established recruitment procedures, and collect their ongoing reading data. In addition, every summer for all five years of the grant, any twin family with children in grades kindergarten to 6 will be mailed a survey packet to their homes. This packet will contain a parent and child survey with questionnaires related to their experiences over the last school year related to COVID-19 impacts, specifically their social interactions, health and economic status and changes, and their experiences with digital technology. Using methods that allow us to understand causal relations, we are uniquely situated to address the overall goal of the proposed research through three specific aims (SA). First, we will quantify the short and long-term effects that losing social resources due to COVID-19 has on reading skills (SA1). Second, we will quantify the short and long-term effects of COVID-19 related health and economic stressors on reading skills (SA2). Finally, we will quantify the short and long-term effects of the digital-divide on reading skills during COVID-19 (SA3).

项目摘要 Covid-19-大流行为整个儿童带来了一系列突然而持久的压力源 美国，对他们的福祉，健康和学术成果产生深远影响。 COVID-19 大流行带来了史无前例的学校关闭，几乎影响了学习 7800万儿童（联合国教科文组织，2021年）。学习阅读至关重要，因为阅读是生命周期的关键指标 收入，一般健康和福祉（经合组织，2012年）。在大流行之前，许多孩子已经在 阅读难度的风险，只有35％的美国四年级学生显示出熟练的阅读水平 能力（NCES，2019年）。这些阅读困难仅被COVID-19相关的放大 影响。 2020-2021学年的数据表明，儿童阅读分数差得更糟糕，平均 年底阅读得分比大流行前水平低3％至6个百分点（Lewis等，2021）。这 该项目的总体目标是揭示Covid-19的机制和将有短期的机制 以及对儿童阅读技能的长期影响。我们使用风险弹性模型作为此框架 认识儿童具有不同水平的风险因素的项目，使他们或多或少的可能性 受共同-19与弹性来源相关的中断影响。我们将利用现有的活跃 国家双胞胎项目，《双胞胎成就项目》（NATPAT）。 NATPAT已经注册了 共1801对双胞胎（以及成长）的队列，并且在他们通过小学进行的过程中一直在跟踪它们 学校，每年三次收集阅读进度监控数据。我们将继续注册双胞胎 使用我们的成功和已建立的招聘程序进入NATPAT，并收集其正在进行的阅读 数据。此外，每年夏天的赠款五年，任何双胞胎家庭都有孩子的成绩 幼儿园至6将邮寄给他们家的调查包。这个数据包将包含父母和孩子 与他们在上一个学年相关的与Covid-19的影响有关的经验有关的问卷调查， 特别是他们的社会互动，健康和经济状况以及变化以及与数字的经验 技术。使用允许我们理解因果关系的方法，我们是独一无二的 拟议研究通过三个特定目标（SA）的总体目标。首先，我们将量化简短， 因199号而失去社会资源对阅读技能的长期影响（SA1）。第二，我们会的 量化COVID-19相关健康和经济压力源对阅读技能的短期和长期影响 （SA2）。最后，我们将量化数字界对阅读技能的短期和长期影响 Covid-19（SA3）。