LARGE-SCALE CLASSIFICATION AND QUANTITATIVE GENETIC STUDIES OF READING DISABILITI

阅读障碍的大规模分类和定量遗传学研究

• 批准号: 7122242
• 负责人: CHRIS W SCHATSCHNEIDER
• 金额: $ 14.56万
• 依托单位: FLORIDA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-01-01 至 2010-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7122242
• 关键词: behavior prediction; behavioral /social science research tag; behavioral genetics; child psychology; clinical research; disease /disorder classification; educational resource design /development; elementary school; family genetics; gene environment interaction; genetic susceptibility; human subject; information systems; learning disorders; reading; twin /multiplet

Project III entails an examination of the Florida's Progress Monitoring and Reporting Network (PMRN) database containing multiple measures of multiple reading constructs on 300,000 children attending underachieving schools in the state of Florida. Approximately 124,000 new children enter the database each year in one of the six grade levels in which data are collected: kindergarten through Fifth grade. This extensive database is uniquely equipped to answer questions related to each of the six Center grant goals. It will be used to estimate the percentages of struggling readers who fit alternative classification criteria for learning disability in various domains (e.g., impaired decoding, impaired comprehension, etc.). It also will be used to examine how alternative classification criteria for learning disability (e.g., unexplained low achievement, inadequate growth) are related (i.e., do they classify the same children as learning disabled). We will examine the predictive validity of alternative classification criteria for learning disability, amd environmental variables in relation to alternative classifications (e.g., SES, performance level of the school, etc.) and their predictive validity. For the quantitative genetic studies, we will identify an usually large number (N = 9,000) of identical and fraternal twins within the PMRN sample in order to examine genetic and environmental influence on reading constructs, their relationships to each other, and to their growth over time. We will use the sample within the PMRN to examine differential heritability of reading ability vs. disability defined in alternative ways.

项目 III 需要对佛罗里达州的进度监测和报告网络 (PMRN) 进行检查 包含对 300,000 名就读儿童进行多种阅读结构的多种测量的数据库 佛罗里达州成绩不佳的学校。每个大约有 124,000 名新儿童进入数据库 收集数据的六个年级之一的一年级：幼儿园到五年级。这 广泛的数据库具有独特的能力来回答与六个中心拨款目标相关的问题。它 将用于估计符合替代分类标准的困难读者的百分比 各个领域的学习障碍（例如，解码受损、理解受损等）。也将是 用于检查学习障碍的替代分类标准（例如，无法解释的低 成绩、成长不足）相关（即，他们是否将相同的孩子归类为学习障碍）。 我们将检查学习障碍替代分类标准的预测有效性，amd 与替代分类相关的环境变量（例如，SES、学校的表现水平、 等）及其预测有效性。对于定量遗传学研究，我们将识别通常较大的 PMRN 样本中同卵双胞胎和异卵双胞胎的数量（N = 9,000），以检查遗传和 环境对阅读结构、它们之间的关系以及它们的成长的影响 时间。我们将使用 PMRN 中的样本来检查阅读能力与阅读能力的差异遗传力。 以其他方式定义残疾。