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.

项目概要 据估计，由于 COVID-19 大流行，世界各地教育机构的关闭已影响到 世界上超过 90% 的学生通常仅从公众角度研究流行病及其导致的学校停课。 健康角度，留下了关于学校关闭对学术影响的问题。 建议从季节性学习损失的角度来看待学校停课 夏季几个月，但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) 背景的儿童以及有学习障碍的儿童，他们都 夏季期间的下降幅度比同龄人更大，可能是受 COVID-19 学校停课影响最大的。 该补充文件的目标是继续收集现有家长补助金的数据，以便收集关键的数据 纵向生长曲线和发育轨迹分析所必需的数据。数据收集已 由于新冠肺炎 (COVID-19) 关闭和限制，活动大大延迟，但将于 2021 年 4 月 1 日恢复。我们的目标是 使用以下方法量化有或没有发育性阅读障碍家族风险的儿童的学习损失程度 我们的实验室最近开发了面对面的行为测试和远程评估协议。 该项目的纵向设计提供了比较语言和（预）阅读技能的独特机会 跨越 COVID-19 学校关闭之前的几个时间点 关于学校关闭相关学习的文献。 损失表明，由于夏季和自然灾害导致的停课造成的学习损失因贫困和 家庭读写环境和实践（HLEP）已被证明与（预）阅读直接相关。 诸如解码能力和语音敏感性等技能，证据表明两者之间存在关联 HLEP 和读写能力 当控制 SES 和家长教育时，来自富裕 HLEP 的孩子。 背景的孩子在词汇量、口语听力理解和阅读方面优于贫困家庭的孩子 在 COVID-19 期间实施电子工作政策可能会让护理人员为他们的工作做出更多贡献。 孩子的教育程度——但他们也必须兼顾工作与家庭教育、育儿和其他 压力源，这可能会导致识字活动减少。在本补充材料中，我们将进一步分析数据集。 已从参加家长补助金的家庭以及全球 1,400 个家庭的社区样本中获得 研究自大流行以来家庭的 HLEP 发生了怎样的变化，这对于确定这一点非常重要。 家庭和社会经济地位如何影响（例如，家庭收入的变化、家中看护者的数量、家庭成员的数量） 通过分析，电子工作时间在 COVID-19 限制期间以及这些限制解除后对 HLEP 产生影响。 纵向研究 COVID-19 学校停课前后的语言和（预）阅读技能，并将这些技能与 HLEP 和 SES，该提案有可能量化学习损失并为评估设计提供信息 以及针对因 COVID-19 关闭而造成的阅读和语言技能下降的干预措施。

项目成果

Longitudinal changes in brain activation underlying reading fluency.

阅读流畅性背后的大脑激活的纵向变化。

• 发表时间: 2023-01
• 影响因子: 4.8
• 作者: Ozernov;Sury, Dana;Turesky, Ted K;Yu, Xi;Gaab, Nadine
• 通讯作者: Gaab, Nadine

Functional characteristics of developmental dyslexia in left-hemispheric posterior brain regions predate reading onset.

左半球后脑区域发育性阅读障碍的功能特征早于阅读开始。

• 发表时间: 2012-02-07
• 影响因子: 11.1
• 作者: Raschle, Nora Maria;Zuk, Jennifer;Gaab, Nadine
• 通讯作者: Gaab, Nadine

Structural brain alterations associated with dyslexia predate reading onset.

与阅读障碍相关的大脑结构改变早于阅读开始。

• 发表时间: 2011-08-01
• 影响因子: 5.7
• 作者: Raschle, Nora Maria;Chang, Maria;Gaab, Nadine
• 通讯作者: Gaab, Nadine

Reintroducing Dyslexia: Early Identification and Implications for Pediatric Practice.

重新引入阅读障碍：早期识别和对儿科实践的影响。

• 发表时间: 2020-07
• 影响因子: 8
• 作者: Sanfilippo, Joseph;Ness, Molly;Petscher, Yaacov;Rappaport, Leonard;Zuckerman, Barry;Gaab, Nadine
• 通讯作者: Gaab, Nadine

Maternal choline supplementation mitigates alcohol exposure effects on neonatal brain volumes.

母亲补充胆碱可减轻酒精暴露对新生儿脑容量的影响。

• 发表时间: 2021
• 作者: Warton, Fleur L;Molteno, Christopher D;Warton, Christopher M R;Wintermark, Pia;Lindinger, Nadine M;Dodge, Neil C;Zöllei, Lilla;van der Kouwe, Andre J W;Carter, R Colin;Jacobson, Joseph L;Jacobson, Sandra W;Meintjes, Ernesta M
• 通讯作者: Meintjes, Ernesta M