Project 4- Population level language and literacy screening: An early warning system for word and language related reading disabilities (T4)

项目 4-人口水平语言和读写能力筛查：单词和语言相关阅读障碍的早期预警系统（T4）

• 批准号: 10757563
• 负责人: Emily J. Solari
• 金额: $ 33.33万
• 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 2028-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10757563
• 关键词: Address; Adoption; Behavioral; Black race; Characteristics; Child; Child Welfare; Classification; Cognitive; Communities; Comprehension; Crime; Data; Data Set; Development; Diagnosis; Dyslexia; Early Intervention; Early identification; Education; English Learner; Ensure; Expenditure; Family; Florida; Focus Groups; Funding; Geography; Health; Individual; Instruction; Knowledge; Language; Learning Disabilities; Measurement; Methods; Modeling; Nature; Neighborhoods; Oral; Population; Poverty; Preventive; Public Health; Race; Reading; Reading Disabilities; Reporting; Research; Research Personnel; Resources; Risk; Risk Marker; Rural Population; Sampling; Schools; Smoking; Students; Subgroup; Surveys; System; Testing; Time; Translational Research; Underserved Population; Universities; Violence; Virginia; Work; community-level factor; contextual factors; disability; early screening; efficacy evaluation; ethnic identity; evidence base; improved; literacy; longitudinal analysis; low socioeconomic status; predictive modeling; processing speed; reading ability; reading comprehension; remediation; resilience; risk prediction; screening; skills; teacher; uptake

The ability to understand the development trajectory of reading disabilities is essential for early preventive models of remediation. Reading disabilities- word level (i.e., dyslexia) reading disabilities associated with oral language difficulties are important educational and public health concerns. Previous foundational work has demonstrated the importance of collecting early screening data on both language and literacy skills to make robust predictions of reading and language risk. Empirical data suggest that combining multiple variables including known early predictors of reading achievement may improve predictive power and have better longitudinal stability. Further, it is possible that the inclusion of contextual community factors may enhance our understanding of early reading risk for diverse student subgroups. Specific aim 1 explores different conceptualizations of risk, including early literacy and language predictors for diverse subgroups of children to example early risk for SRD, and ultimate diagnosis of SLD. Specific aim 2 incorporates community level contextual factors to the predictors of risk status in addition to the early literacy and language variables. Specific aim 3 will utilize a mixed methods approach to determine describe and quantify educator uptake of the screener data to make child-level instructional decisions. This project has access to population level data and therefore will study, analyze, and report disaggregated results for historically understudied and underserved populations (e.g., English learners, families living in poverty, racial/ethnic identity) as we work to achieve the three specific aims.