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: 10681437
• 负责人: Donald L Compton
• 金额: $ 45.81万
• 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/10681437
• 关键词: Academic achievement; Address; Adopted; African American; Age; Assessment tool; Behavioral; Black race; Child; Code; Cognitive; Collaborations; Communities; Complex; Data; Data Set; Databases; Development; Diagnosis; Disabled Persons; Education; Educational Curriculum; Educational Models; Employment; English Language; English Learner; Foundations; Future; Generations; Goals; Grant; Health; Home; Individual; Individual Differences; Infrastructure; Institution; Instruction; Interdisciplinary Study; Intervention; Knowledge; Language; Language Development; Learning; Learning Disabilities; Linguistics; Methods; Motivation; National Institute of Child Health and Human Development; Neurobiology; Neurocognitive; Performance; Phenotype; Population; Prevention; Property; Psycholinguistics; Quality of life; Reader; Reading; Reading Disabilities; Recruitment Activity; Research; Research Infrastructure; Research Personnel; Research Project Grants; Sampling; Scientist; Shapes; Structure; System; Talents; Training; Translational Research; Underrepresented Populations; Validation; Work; Writing; base; behavioral phenotyping; career; career development; cognitive ability; cognitive skill; database design; education research; ethnic minority; experience; experimental study; fifth grade; frontier; improved; innovation; interdisciplinary approach; interest; lexical; literacy; member; multidisciplinary; next generation; novel; phonology; programs; public database; racial minority; remediation; skills; social relationships; theories; virtual experiments

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.

LD Hub P20 更新的标题为“单词阅读（dis）能力内表型的决定因素 人口：不同的语言经历和儿童属性对新兴阅读技能的影响” 响应 NICHD 对 LD 创新中心、FOA 的邀请 (RFA-HD-22-005) 的总体目标。 LD Hub 将继续为一代研究奠定基础，将教育实践置于 单个单词阅读发展的新颖理论将由该中心产生的知识和产品。 用于为未来的行为、计算和神经生物学研究提供信息，以检验其发展 单词阅读技能，并将用于调整描述儿童属性和单词属性之间关系的理论 更紧密地解释单词阅读的个体差异与面临的教育挑战 典型发育儿童（TD），更具体地说，有阅读障碍的儿童（RD）的教育者，同时也 扩大我们对 RD 中代表性不足的人群存在重要差异的了解 该提案通过探索解决了 RFA 的第二个优先事项，即“推动创新”。 RD 的新的、复杂的行为表型随着儿童经验和认知能力的变化而变化 我们的 LD 中心采用跨学科方法来开发不同语言的学习者样本。 更好地了解项目级总体发展所需的基础和转化研究 大部分英语语言的单词阅读技巧，探索单词阅读的重要差异 跨 TD 和 RD 人群的发展，重点关注历史上代表性不足的重要人群 人群，并检查解释个体差异的儿童属性和单词属性之间的相互作用 在文字阅读发展方面，该中心的总体具体目标包括：（1）扩大我们对文字阅读的理解。 支撑英语单词阅读发展的基本机制；（2）增加科学性； 通过建立公开数据库来研究阅读障碍的基础设施 （发展英语词典项目）纳入研究项目中收集的所有数据； (3) 维持和扩大中心由经验丰富和早期研究人员组成的多学科团队 涵盖教育、计算和神经生物学研究的专业知识；(4) 加强 通过为早期职业科学家提供职业提升机会以及 通过代表性不足的种族和族裔的参与促进其多样性，以及 为了实现这些目标，我们将创建一个研究团队，一个实证机构。 知识和理论框架为（i）更好的教育实践奠定了基础，特别是相关的 RD；(ii) 相关主题的转化研究，例如英语语言学习者的读写能力习得 (ELL) 和方言使用者以及第二语言习得；以及 (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。

项目成果

Statistical and Cooperative Learning in Reading: An Artificial Orthography Learning Study.

阅读中的统计和合作学习：人工正字法学习研究。

• 发表时间: 2018
• 作者: Zhao, Jingjing;Li, Tong;Elliott, Mark A;Rueckl, Jay G
• 通讯作者: Rueckl, Jay G

Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers.

将行为和计算方法联系起来，以更好地理解培养读者的变体元音发音。

• 发表时间: 2019-05
• 作者: Compton, Donald L;Steacy, Laura M;Petscher, Yaacov;Rueckl, Jay G;Landi, Nicole;Pugh, Ken R
• 通讯作者: Pugh, Ken R

Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills.

学习拼写、音韵和语义之间规律的个体差异预示着早期阅读技能。

• 发表时间: 2020-10
• 影响因子: 4.3
• 作者: Siegelman, Noam;Rueckl, Jay G;Steacy, Laura M;Frost, Stephen J;van den Bunt, Mark;Zevin, Jason D;Seidenberg, Mark S;Pugh, Kenneth R;Compton, Donald L;Morris, Robin D
• 通讯作者: Morris, Robin D

Reading and the Neurocognitive Bases of Statistical Learning1.

阅读和统计学习的神经认知基础1。

• 发表时间: 2019
• 作者: Sawi, Oliver M;Rueckl, Jay G
• 通讯作者: Rueckl, Jay G

Common neural basis of motor sequence learning and word recognition and its relation with individual differences in reading skill.

运动序列学习和单词识别的共同神经基础及其与阅读技能个体差异的关系。

• 发表时间: 2019
• 作者: Hung, Yi;Frost, Stephen J;Molfese, Peter;Malins, Jeffrey G;Landi, Nicole;Mencl, W Einar;Rueckl, Jay G;Bogaerts, Louisa;Pugh, Kenneth R
• 通讯作者: Pugh, Kenneth R