Texas Center for Learning Disabilities

德克萨斯州学习障碍中心

基本信息

批准号：
10896818
负责人：
JACK M FLETCHER
金额：
$ 50万
依托单位：
UNIVERSITY OF HOUSTON
依托单位国家：
美国
项目类别：
财政年份：
2006
资助国家：
美国
起止时间：
2006-06-01 至 2023-12-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10896818
关键词：
Academic skills Address Adolescent Adult Affect Attention Attention deficit hyperactivity disorder Behavior Behavioral Brain imaging Budgets Businesses COVID-19 Child Classification Cognitive Collection Common Core Complex DNA Methylation Data Data Collection Data Set Education English Language English Learner Environment Epigenetic Process Evaluation Evidence based practice Experimental Designs Funding Generations Genetic Genetic study Goals Impairment Individual Individual Differences Instruction Interdisciplinary Study Intervention Intervention Studies Knowledge Language Learning Disabilities Linguistics Literature Longitudinal Studies Longitudinal cohort Mathematics Measurement Mentors Methodology Neurobiology Occupations Oral Outcome Participant Phenotype Policy Maker Postdoctoral Fellow Public Health Publications Randomized Randomized, Controlled Trials Reading Research Research Personnel Research Project Grants Sampling Schools Science Site Social outcome Statistical Methods Students Texas Time Training Translating Underachievement Underserved Population United States National Institutes of Health Universities Variant Vocation Wages Work Writing archived data career cohort comorbidity contextual factors cost data management data sharing experience faculty support follow-up graduate student high reward high risk junior high school multidisciplinary multimodality neural neuroimaging novel strategies programs reading comprehension reading difficulties recruit research faculty response school closure school disruption simulation skills statistics synergism web site

项目摘要

The purpose of this supplemental application is to close out the Learning Disability Research Center at The University of Houston funded since 2006. We were unsuccessful in renewing the Center for a fourth funding cycle and are faced with completing and closing out a large number of activities by the end of the current no cost extension that expires 12/31/2023. The Center’s research was severely disrupted by school closures due to covid-19 and while we were able to modify the projects and complete an additional year of active data collection, the schools are difficult environments and collection of thee full data set from Year 5 has been slow, especially for archival data needed from the schools. We also pivoted the genetics study from primary epigenetic studies of two longitudinal cohorts to include full genetic sequencing of a large sample of English learners with reading problems, representing a major analysis of an understudied group of adolescents that we have not been able to adequately budget. We also have work to do to comply with NIH data sharing requirements and need to support faculty and staff who were counting on continued funding of the center as they transition off Center funding onto other jobs and projects. We are only asking salary support for individuals who are research faculty and trainees who cannot be fully supported by the remaining funds on the NCE. The purpose of the funded proposal was focus in Years 11-16 on persistent reading difficulties in a historically underserved group, English learners (Els). We characterize the sample as a complex phenotype and evaluate variations in math and written expression, as well as ADHD behavior and language proficiency. The proposed research uses multiple methodologies from cognitive and educational science, neuroimaging, genetics, and contemporary met methodologies. The central theme is that instructional response operationalizes the historically prominent component of the LD construct, “unexpected underachievement.” Instructional response must be evaluated in children broadly representative of diverse backgrounds who are persistently impaired in academic skills and respond inadequately to instruction. To establish a reliable and valid classification of LDs, and understand cognitive, linguistic, neural, and genetic influences on LDs and instructional response, individual differences in instructional response should be systematically studied from multidisciplinary perspectives. We propose 5 Projects and 4 Cores. Project 1 (Integration) continues the past 5 years of integrative research on classification issues through evaluation of actual and simulated data, but in an El sample. It synthesizes empirical literature and conducts cross-project analyses. Project 2 (Attention) evaluates behavioral and cognitive attention and related skills over time in parallel with Projects 3, 4, and 5. It also introduces a measurement study to define attention as a construct and conducts 3 design experiments on attention in LDs. Project 3 (Intervention) builds on the previous 10 years of intervention research with a two- year double-cohort randomized controlled trial addressing reading comprehension in 820 Grade 7 Els with persistent reading difficulties. Project 4 (Neuroimaging) provides multimodal structural and functional neuroimaging studies of children who respond adequately and inadequately to Project 3 interventions. Project 5 (Epigenetics) is the high risk high reward study that evaluates epigenetic changes in DNA methylation in response to intervention in 672 participants from Project 2 (Attention) and Project 3 (Intervention). Support comes from the Administration Core (A), the Engagement Core (B), the Data Management & Statistics Core (C), and the Assessment & Recruitment Core (D). Training and dissemination opportunities are embedded throughout the Center, which has produced numerous trainees and publications 15 years. Synergy and cohesiveness emerges from common studies of the same cohort of Els through Project 3 (Intervention), with three shared assessments of a subset of these participants and typically developing comparison children in Projects 2 (Attention), 4 (Neuroimaging), and 5 (Epigenetics). The TCLD is a well-organized and cohesive multi-disciplinary Center that conducts synergistic research on fundamental issues involving LDs.

此补充应用的目的是结束在学习障碍研究中心休斯顿大学自2006年以来一直在资助。我们在续签中心的第四次资助方面没有成功循环，面对完成并结束大量活动，到当前NO结束时成本延长到期12/31/2023。该中心的研究严重破坏了应有的学校关闭到19岁，尽管我们能够修改项目并完成额外的活跃数据收集，学校是困难的环境，从5年级开始的您的完整数据集的收集很慢，特别是对于学校所需的档案数据。我们还从原发性的对两个纵向队列的表观遗传学研究包括大量英语样本的完整遗传测序有阅读问题的学习者，代表对我们了解的一群青少年的重大分析无法充分预算。我们也有工作要遵守NIH数据共享要求和需要支持指望该中心持续资金的教职员工他们将中心资金过渡到其他工作和项目。我们只要求个人薪水支持他们是研究教师和学员，他们不能得到NCE剩余资金的完全支持。在11 - 16年间服务不足的小组，英语学习者（ELS）。我们将样品表征为复杂的表型并评估数学和书面表达以及多动症行为和语言水平的变化。提议研究使用认知和教育科学，神经影像学，遗传学以及当代遇到的方法。中心主题是教学响应可以运行 LD结构的历史上重要的组成部分，“意外的不足”。教学响应必须在代表潜水员背景的儿童中进行评估学术技能，对指示的反应不足。为了建立可靠且有效的LDS分类，了解认知，语言，神经和遗传对LD和教学反应的影响，教学响应中的个体差异应系统地研究多学科观点。我们提出了5个项目和4个核心。项目1（集成）持续了过去5年通过评估实际数据和模拟数据，关于分类问题的综合研究，但在EL中样本。它综合了经验文献并进行了跨项目分析。项目2（注意）评估随着时间的推移，行为和认知的关注和相关技能与项目3、4和5并行。引入了一项测量研究，以将注意力定义为一种构造，并在3上进行3个设计实验注意LDS。项目3（干预）建立在前10年的干预研究基础上，有两个一年的双重船体随机对照试验，解决了820年7级EL的阅读理解持续的阅读困难。项目4（神经影像学）提供了多模式结构和功能对适当反应和不充分反应的项目三个干预措施的儿童进行神经影像学研究。项目 5（表观遗传学）是一项高风险高奖励研究，它评估了DNA甲基化的表观遗传变化对项目2（注意）和项目3（干预）的672名参与者进行干预的响应。支持来自管理核心（a），参与核心（b），数据管理和统计核心（C）以及评估与招聘核心（D）。培训和传播机会已嵌入通过该中心，该中心已经生产了15年的众多学员和出版物。协同和通过项目3（干预），与同一队列EL的共同研究，有凝聚力。对这些参与者的一部分的三个共享评估，并通常在项目2（注意），4（神经影像学）和5（表观遗传学）。 TCLD是一个组织良好且有凝聚力的对涉及LD的基本问题进行协同研究的多学科中心。

项目成果

期刊论文数量（202）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities.

阅读和拼写干预的综合及其对学习障碍学生拼写结果的影响。

DOI：
10.1177/0022219415619753
发表时间：
2017
期刊：
Journal of learning disabilities
影响因子：
3
作者：
Williams,KellyJ;Walker,MelodeeA;Vaughn,Sharon;Wanzek,Jeanne
通讯作者：
Wanzek,Jeanne

Cognitive discrepancy models for specific learning disabilities identification: Simulations of psychometric limitations.

用于特定学习障碍识别的认知差异模型：心理测量限制的模拟。

DOI：
10.1037/pas0000356
发表时间：
2017
期刊：
Psychological assessment
影响因子：
3.6
作者：
Taylor,WPat;Miciak,Jeremy;Fletcher,JackM;Francis,DavidJ
通讯作者：
Francis,DavidJ

Response to varying amounts of time in reading intervention for students with low response to intervention.

对干预反应低的学生对不同时间的阅读干预的反应。

DOI：
10.1177/0022219407313426
发表时间：
2008
期刊：
Journal of learning disabilities
影响因子：
3
作者：
Wanzek,Jeanne;Vaughn,Sharon
通讯作者：
Vaughn,Sharon

How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties.

初始单词阅读和语言技能如何影响有阅读困难的学生的阅读理解结果。

DOI：
10.1177/0014402918782618
发表时间：
2019
期刊：
Exceptional children
影响因子：
2.8
作者：
Vaughn,Sharon;Roberts,Greg;Capin,Philip;Miciak,Jeremy;Cho,Eunsoo;Fletcher,JackM
通讯作者：
Fletcher,JackM

The Contributions of Reading Fluency and Decoding to Reading Comprehension for Struggling Readers in the Fourth Grade.

阅读流畅性和解码对四年级阅读困难的读者的阅读理解的贡献。