Assessing the links between risk factors, COVID-19 impacts, and reading skills

评估风险因素、COVID-19 影响和阅读技能之间的联系

基本信息

批准号：
10683243
负责人：
Sara Ann Hart
金额：
$ 55.95万
依托单位：
FLORIDA STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-08-12 至 2027-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10683243
关键词：
Academic achievement Achievement Address Affect Age Attention COVID-19 COVID-19 impact COVID-19 pandemic Censuses Child Cognitive Computers Data Data Collection Economic Conditions Economics Enrollment Environment Equilibrium Ethnic Origin Family Family history of Family member Food Gender Geography Goals Grant Health Home Housing Impairment Instruction Internet Knowledge Learning Learning Disabilities Libraries Link Location Long-Term Effects Longitudinal Surveys Measurement Measures Mediating Mental Health Mental disorders Mentors Methods Modeling Monitor Occupations Outcome Parents Pathway interactions Peer Group Personal Satisfaction Persons Procedures Questionnaires Race Reading Research Resources Risk Risk Factors Role Sampling Schools Services Severities Social Interaction Socioeconomic Status Source Speed Stress Surveys Technology Testing Time Trauma Twin Multiple Birth UNESCO Work cohort community center digital digital technology economic impact elementary school experience family structure fourth grade instructor kindergarten long term consequences of COVID-19 neighborhood disadvantage pandemic disease peer physical conditioning pre-pandemic racial discrimination reading ability reading difficulties recruit resilience resilience factor school closure skills social socioeconomics stressor teacher

项目摘要

PROJECT SUMMARY The COVID-19 pandemic has presented a sudden yet persisting set of stressors for children across the U.S., that have had far-reaching impacts on their wellbeing, health, and academic outcomes. The COVID-19 pandemic brought about an unprecedented number of school closures that have impacted learning for nearly 78 million children (UNESCO, 2021). Learning to read is crucial, as reading is a critical indicator of lifetime earnings, general health, and wellbeing (OECD, 2012). Before the pandemic, many children were already at risk for reading difficulties, with only 35% of U.S. fourth graders showing proficient levels of reading ability (NCES, 2019). These reading difficulties have only been magnified by COVID-19 related impacts. Data from the 2020-2021 school year shows that children’s reading scores got worse, with average end of year reading scores 3 to 6 percentile points lower than pre-pandemic levels (Lewis et al., 2021). The overall goal of this project is to uncover the mechanisms through which COVID-19 has and will have short-term and long-term impacts on children’s reading skills. We use a risk-resilience model as the framework for this project, which recognizes children have varying levels of risk factors that make them more or less likely to be affected by COVID-19 related disruptions to their sources of resiliency. We will capitalize on an existing active national twin project, the National Project on Achievement in Twins (NatPAT). NatPAT has already enrolled a cohort of 1801 pairs of twins (and growing) and has been tracking them as they progress through elementary school, collecting their reading progress monitoring data three times a year. We will continue to enroll twins into NatPAT using our successful and established recruitment procedures, and collect their ongoing reading data. In addition, every summer for all five years of the grant, any twin family with children in grades kindergarten to 6 will be mailed a survey packet to their homes. This packet will contain a parent and child survey with questionnaires related to their experiences over the last school year related to COVID-19 impacts, specifically their social interactions, health and economic status and changes, and their experiences with digital technology. Using methods that allow us to understand causal relations, we are uniquely situated to address the overall goal of the proposed research through three specific aims (SA). First, we will quantify the short and long-term effects that losing social resources due to COVID-19 has on reading skills (SA1). Second, we will quantify the short and long-term effects of COVID-19 related health and economic stressors on reading skills (SA2). Finally, we will quantify the short and long-term effects of the digital-divide on reading skills during COVID-19 (SA3).

项目概要 COVID-19 大流行给世界各地的儿童带来了一系列突然但持续的压力源美国，这对他们的福祉、健康和学业成绩产生了深远的影响。大流行导致前所未有的学校关闭数量，影响了近近学习 7800 万儿童（联合国教科文组织，2021 年）学习阅读至关重要，因为阅读是一生的重要指标。收入、总体健康和福祉（OECD，2012 年）。阅读困难的风险，只有 35% 的美国四年级学生表现出熟练的阅读水平能力（NCES，2019）。这些阅读困难只会因与 COVID-19 相关而被放大。 2020-2021学年的数据显示，孩子们的平均阅读成绩有所下降。年终阅读分数比大流行前水平低 3 至 6 个百分点（Lewis 等人，2021 年）。该项目的总体目标是揭示 COVID-19 已经或将要产生短期影响的机制我们使用风险抵御模型作为框架。项目，该项目认识到儿童具有不同程度的风险因素，这些因素使他们或多或少有可能受到与 COVID-19 相关的弹性来源中断的影响，我们将利用现有的活动。国家双胞胎项目，国家双胞胎成就项目（NatPAT）已经注册了一个。研究人员对 1801 对双胞胎（仍在成长中）进行了研究，并一直在跟踪他们在小学阶段的进展情况学校每年收集 3 次阅读进度监测数据，我们将继续招收双胞胎。使用我们成功且既定的招聘程序进入 NatPAT，并收集他们的持续阅读此外，在资助的整个五年里，每年夏天，任何有孩子的双胞胎家庭都会处于同一年级。幼儿园到 6 岁的学生将收到一个调查包，该包将包含家长和孩子。调查问卷涉及他们上学年与 COVID-19 影响相关的经历，特别是他们的社交互动、健康和经济状况和变化，以及他们的数字体验使用使我们能够理解因果关系的方法，我们具有独特的优势来解决问题。拟议研究的总体目标通过三个具体目标（SA）首先，我们将量化短期和目标。由于 COVID-19 失去社会资源对阅读技能的长期影响（SA1）。量化与 COVID-19 相关的健康和经济压力因素对阅读技能的短期和长期影响最后，我们将量化数字鸿沟对阅读技能的短期和长期影响。新冠肺炎 (COVID-19) (SA3)。