Examining neural mechanisms of developmental dyslexia from infancy to school-age (supplement)

检查从婴儿期到学龄期发育性阅读障碍的神经机制（补充）

• 批准号: 10378886
• 负责人: Nadine Gaab
• 金额: $ 25万
• 依托单位: BOSTON CHILDREN'S HOSPITAL
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-08-16 至 2023-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10378886
• 关键词: Address; Affect; Brain; COVID-19; COVID-19 pandemic; Caregivers; Child; Child Language; Communities; Data; Data Collection; Data Set; Development; Developmental reading disorder; Education; Enrollment; Environment; Family; Family Practice; Goals; Growth; Home; Home Economics; Hour; Household; Income; Individual; Institution; Intervention; Laboratories; Language; Language Development; Lead; Learning; Learning Disabilities; Lifting; Link; Literature; Longitudinal Studies; Mediating; Mental Health; Natural Disasters; Occupations; Oral; Outcome; Parents; Persons; Play; Policies; Population; Poverty; Protocols documentation; Public Health; Reading; Risk; Role; Sampling; Schedule; School-Age Population; Schools; Social Distance; Socioeconomic Factors; Structure; Students; Testing; Time; Vocabulary; Work; base; behavior test; design; flexibility; infancy; lens; listening comprehension; literacy; longitudinal design; neuromechanism; pandemic disease; parent grant; peer; peer learning; phonology; reading difficulties; skill acquisition; skills; socioeconomics; stressor

PROJECT SUMMARY The closure of educational institutions worldwide due to the COVID-19 pandemic is estimated to have affected over 90% of the world's students. Pandemics and resulting school closures are often studied from only a public health perspective, leaving questions about the academic implications of school closures. The COVID-19-related school closures have been proposed to be viewed through the lens of seasonal learning loss observed during the summer months, but it is unclear whether these two types of school closures lead to similar learning losses. Children from lower socio-economic (SES) backgrounds as well as children with learning disabilities, who both show larger declines than their peers during the summer, may be most affected by COVID-19 school closures. The goal of this supplement is to continue data collection for the existing parent grant in order to collect crucial data essential for the longitudinal growth curve and developmental trajectory analyses.Data collection has been significantly delayed due to COVID-19 closures and restrictions but will resume on April 1st 2021. We aim to quantify the degree of learning loss in children with and without a familial risk for developmental dyslexia using in-person behavioral testing and a remote assessment protocol recently developed in our lab. The existing longitudinal design of this project provides a unique opportunity to compare language and (pre-)reading skills across several timepoints prior to COVID-19 school closures. The literacture on school closure related learning loss show that learning loss due to summer and natural disaster related closures is compounded by poverty and home literacy environment and practices (HLEP). HLEP has been shown to be directly related to (pre-)reading skills such as decoding abilities and phonological sensitivity and evidence indicates an association between HLEP and literacy attainment. When controlling for SES and parent education, children from richer HLEP backgrounds outperform children from poorer ones on vocabulary, oral listening comprehension, and reading skills. The implementation of eWork policies during COVID-19 may allow caregivers to contribute more to their children's educational attainment – but they also have to juggle work with homeschooling, childcare, and other stressors, which may lead to reduced literacy activities. In this supplement, we will further analyze a data set already obtained from families enrolled in the parent grant as well as a global community sample of 1,400 families that examines how HLEP of families has changed since the pandemic. It is of great importance to determine how family and SES factors (e.g., changes in household income, number of caregivers in the home, number of eWork hours) influence HLEP during COVID-19 restrictions and after these restrictions are lifted. By analyzing language and (pre-)reading skills longitudinally before and after COVID-19 school closures, and linking these to HLEP and SES, this proposal has the potential to quantify learning loss and inform the design of assessments and interventions addressing the decline of reading and language skills due to COVID-19 closures.

项目摘要 据估计，由于19号大流行，全球教育机构的关闭已影响 超过90％的世界学生。大流行和由此产生的学校关闭通常仅从公众开始研究 健康的观点，留下有关学校关闭学术意义的疑问。与19与19的相关 已经提议通过在观察到的季节性学习损失的视角观看学校关闭 夏季，尚不清楚这两种类型的学校关闭是否会导致类似的学习损失。 来自较低社会经济（SES）背景的孩子以及学习障碍的儿童 在夏季，表现出比同龄人大的下降，可能受到Covid-19学校关闭的影响最大。 该补充的目的是继续为现有父母赠款收集数据，以收集关键 数据对纵向生长曲线和发展轨迹分析必不可少的数据。 由于Covid-19的封闭和限制，大大延迟了，但将于2021年4月1日恢复。我们的目标是 量化有或没有家庭诵读障碍的儿童的学习损失程度 面对面的行为测试和我们实验室最近制定的远程评估协议。现有 该项目的纵向设计提供了一个独特的机会，可以比较语言和（预）阅读技能 在Covid-19-19闭幕之前的几个时间点上。有关学校关闭相关学习的文献 损失表明，由于夏季和自然灾害相关的封闭而导致的学习损失是贫困和 家庭识字环境和实践（HLEP）。 HLEP已显示与（预 - ）读数直接相关 解码能力和语音敏感性和证据等技能表明 HLEP和识字属性。在控制SES和父母教育时，来自Richer Hlep的孩子 背景的表现优于词汇，口腔听力理解和阅读的贫困儿童的表现 技能。 COVID-19期间的EWORK政策的实施可能使护理人员能够为他们的 儿童的教育成就 - 但他们也必须与家庭学校，育儿和其他 压力源，可能导致扫盲活动降低。在此补充中，我们将进一步分析数据集 已经从接受父母赠款的家庭以及1,400个家庭的全球社区样本中获得 这表明自大流行以来，家庭的HLEP如何改变。确定非常重要 家庭和SES因素如何（例如，家庭收入的变化，家庭中的护理人员数量，数量 eWork小时）会影响19日限制期间的HLEP，并在解除这些限制之后。通过分析 语言和（预 - ）阅读技能在Covid-19-19闭幕之前和之后纵向阅读，并将其链接到 HLEP和SES，该建议有可能量化学习损失并告知评估的设计 以及针对Covid-19封闭而导致的阅读和语言技能下降的干预措施。