Predicting and Preventing the Development of Learning D*

预测和预防学习 D* 的发展

• 批准号: 7254851
• 负责人: RICHARD K WAGNER
• 金额: $ 127.34万
• 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: 2006-07-01 至 2011-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7254851
• 关键词: Predicting; Preventing; Development; Learning

DESCRIPTION (provided by applicant): The long-range objectives of the FCRR Multidisciplinary Learning Disabilities Center are to (1) compare alternative approaches for defining, classifying, and preventing learning disabilities in decoding, reading comprehension, spelling, and written composition; (2) determine how prevalent learning disabilities are among struggling readers; (3) determine how learning disabilities are related to learning abilities; (4) determine how learning disabilities in one domain are related to learning disabilities in other domains; (5) identify key environmental liabilities and assets that affect the occurrence and expression of learning disabilities; and (6) identify key genetic liabilities and assets, and genetic-environmental correlations that affect the occurrence and expression of learning disabilities. These objectives will be pursued in large-scale, developmental, multivariate contexts that distinguish and address both theoretical and practical issues, and that explicitly address level of severity. Project I addresses alternative approaches to classification and prevention that include new measures of emergent literacy and response to instruction in a large-scale study of 1,500 preschool-age children. Project II addresses alternative approaches to classification, the role of effective instruction in preventing or minimizing the expression of learning disabilities, and a fundamental assumption of response to instruction models in two large-scale study of 1,420 elementary-school children. Project III addresses etiology, identification, and classification in a state-wide sample of over 100,000 children in Reading First schools, and in a large-scale, twin-based quantitative genetic study of 9,000 pairs of twins. Project IV addresses the molecular genetics and behavioral characteristics of profound reading impairment in a family study of 500 probands. Project V addresses underlying dimensions of performance in vocabulary and fluency, and tests alternative models of the development of reading and writing in a four-year longitudinal study of 300 children from first through fourth grade. The relevance of this application to public health is its potential for improving prevention, early identification, and effective remediation of learning disabilities.

描述（由申请人提供）：FCRR多学科学习障碍中心的远程目标是（1）比较定义，分类和防止在解码，阅读理解，拼写和书面组成中定义，分类和防止学习障碍的替代方法； （2）确定挣扎的读者如何流行学习障碍； （3）确定学习障碍与学习能力的关系； （4）确定一个领域中的学习障碍与其他领域的学习障碍有关； （5）确定影响学习障碍发生和表达的关键环境负债和资产； （6）确定关键的遗传负债和资产，以及影响学习障碍发生和表达的遗传环境相关性。这些目标将在区分和解决理论和实际问题，明确解决严重性水平的大规模，发展，多元环境中追求这些目标。项目I解决了对1,500名学龄前儿童的大规模研究，包括新的扫盲和对教学的反应的替代方法，其中包括新的扫盲和对教学的反应。项目II介绍了分类的替代方法，有效教学在预防或最小化学习障碍表达方面的作用，以及对1,420个小学儿童的两项大规模研究中对教学模型反应的基本假设。项目III在阅读第一所学校中的100,000多名儿童的全州样本中，以及基于双重双胞胎的基于双胞胎的定量遗传研究，对9,000对双胞胎的大规模定量遗传研究介绍了100,000多名儿童的病因，识别和分类。 IV项目解决了500个概率的家庭研究中深远阅读障碍的分子遗传学和行为特征。项目V解决了词汇和流利度中表现的潜在维度，并在一项为期四年的一年级至四年级的300名儿童的纵向研究中测试了阅读和写作发展的替代模型。该申请与公共卫生的相关性是它可以改善预防，早期识别和有效修复学习障碍的潜力。