Determinants of phenotypes within the word reading (dis)ability population: The impact of diverse language experiences and child attributes on emerging reading skills

单词阅读（障碍）人群中表型的决定因素：不同的语言体验和儿童属性对新兴阅读技能的影响

• 批准号: 10533142
• 负责人: Donald L Compton
• 金额: $ 44.97万
• 依托单位: FLORIDA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-01-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10533142
• 关键词: Address; Adopted; Affect; African American; Behavioral; Characteristics; Child; Code; Cognitive; Complex; Computer Models; Data; Databases; Demographic Factors; Development; Disabled Persons; Dyslexia; Educational Models; English Language; English Learner; Environment; Exposure to; Financial Hardship; Foundations; Funding; Future; Generations; Goals; Head; Home; Image; Individual; Individual Differences; Intervention; Knowledge; Language; Language Development; Learning; Linguistics; Measures; Modeling; National Institute of Child Health and Human Development; Nature; Neurobiology; Oral; Orthography; Pathway interactions; Phenotype; Population; Process; Property; Psycholinguistics; Public Health; Race; Reader; Reading; Reading Disabilities; Reporting; Research; Research Infrastructure; Research Personnel; Research Project Grants; Risk; Sampling; School-Age Population; Schools; Scientist; Semantics; Shapes; Societies; Standardization; Structure; System; Testing; Translational Research; Underrepresented Populations; Variant; Work; Workplace; Writing; base; behavioral phenotyping; career; cognitive ability; cognitive skill; computerized tools; design; ethnic minority population; experience; innovation; interdisciplinary approach; literacy; multidisciplinary; novel; phonological awareness; phonology; predicting response; public database; racial minority; reading difficulties; response; skills; success; theories; word learning

This LD Hub P20 renewal entitled, “Determinants of phenotypes within the word reading (dis)ability population: The impact of diverse language experiences and child attributes on emerging reading skills” responds to the NICHD invitation for LD Innovation Hubs, FOA’s (RFA-HD-22-005). The overarching goal of this LD Hub is to continue to lay the foundation for a generation of research that situates educational practices in a novel theory of individual word reading development. The knowledge and product generated from this Hub will be used to inform future behavioral, computational, and neurobiological studies examining the development of word reading skills and will be used to align theories describing the relations between child- and word-attributes that explain individual differences in word reading more closely with the educational challenges confronting educators of typically developing (TD) and more specifically children with reading disability (RD), while also expanding our understanding of where important differences exist in under-represented populations in RD research. The proposal addresses the second priority of the RFA; namely “pushing innovation”, by exploring new and complex behavioral phenotypes of RD that vary as a function of child experience and cognitive ability across linguistically diverse samples of learners. Our LD Hub adopts an interdisciplinary approach to developing the foundational and translational research needed to better understand the general development of item-level word reading skill in a large portion of the English language, explore important differences in word reading development across TD and RD populations with a focus on important historically under-represented populations, and examine the interactions between child- and word-attributes that explain individual differences in word reading development. The overall specific aims for the Hub include: (1) expand our understanding of the basic mechanisms undergirding word reading development in English; (2) increase the scientific infrastructure for research on reading disability by establishing a publicly available database (developmental English Lexicon Project) incorporating all of the data collected in the research project; (3) maintain and expand the Hub’s multidisciplinary team of experienced and early researchers with expertise spanning educational, computational, and neurobiological research; and (4) strengthen the scientific workforce by providing career enhancing opportunities for early career scientist and by promoting its diversity through the participation of underrepresented racial and ethnic minorities, and persons with disabilities. In achieving these aims, we will create a research team, a body of empirical knowledge, and a theoretical framework setting the stage for (i) better educational practices, particularly related to RD; (ii) translational research on related topics such as literacy acquisition by English Language Learners (ELL) and speakers of dialects, and second-language acquisition; and (iii) a new generation of theories embracing individual differences and strongly tied to the neurobiological bases of learning.

该LD HUB P20更新标题为“读取（DIS）能力中表型的决定因素 人口：潜水员语言经验和儿童属性对新兴阅读技能的影响” FOA（RFA-HD-22-005）对LD Innovation Hubs的NICHD邀请的响应。总体目标 LD中心将继续为一代研究奠定基础，以使教育实践在 单个单词阅读发展的新颖理论。该枢纽产生的知识和产品将 用于告知未来的行为，计算和神经生物学研究 单词阅读技能，将用于对齐理论，描述儿童和文字属性之间的关系 这与面对的教育挑战更加紧密地解释单词阅读中的个体差异 典型发展的教育者（TD），更具体地说是阅读障碍儿童（RD），同时也是 扩展我们对RD代表性不足的人群中重要差异的理解 研究。该提案涉及RFA的第二个优先事项；即通过探索“推动创新” 随着儿童经验和认知能力的函数而变化的RD的新型和复杂的行为表型 在语言上多样化的学习者样本中。我们的LD中心采用跨学科的方法来发展 基础和翻译的研究需要更好地了解项目级的一般发展 文字阅读技能在英语的很大一部分中，探索单词阅读中的重要差异 跨TD和RD人口的发展，重点是历史上的重要人物 人群，并检查儿童和文字属性之间的相互作用来解释个体差异 在单词阅读开发中。集线器的总体具体目的包括：（1）扩展我们对 基本机制以英语为基础的单词阅读开发； （2）增加科学 通过建立公开可用数据库来研究阅读障碍的研究基础架构 （发展英语词典项目）纳入了研究项目中收集的所有数据； （3）维护和扩展枢纽的多学科团队 涵盖教育，计算和神经生物学研究的专业知识； （4）加强 科学劳动力通过为早期职业科学家和通过 通过代表性不足的赛车和少数民族的参与以及 残疾人。在实现这些目标时，我们将建立一个研究团队，这是一个经验的机构 知识和理论框架为（i）更好的教育实践奠定了基础 到RD； （ii）翻译有关相关主题的研究，例如英语学习者扫盲 （ELL）和方言的发言人以及第二语言的收购； （iii）新一代理论 拥抱个体差异，并与学习的神经生物学基础密切相关。