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

项目总结 新冠肺炎疫情给世界各地的儿童带来了一系列突如其来但持续存在的压力 这对他们的福祉、健康和学业成绩产生了深远的影响。新冠肺炎 大流行导致空前数量的学校停课，影响了近几年的学习 7800万儿童(教科文组织，2021年)。学习阅读是至关重要的，因为阅读是人生的关键指标 收入、一般健康和福祉(经合组织，2012年)。在大流行之前，许多儿童已经在 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年)。这些阅读困难只会被与新冠肺炎相关的 影响。2020-2021学年的数据显示，孩子们的阅读成绩变得更差，平均 年终读数得分比大流行前水平低3至6个百分位数(Lewis等人，2021年)。这个 该项目的总体目标是揭示新冠肺炎已经并将通过哪些机制实现短期 以及对儿童阅读技能的长期影响。我们使用风险-弹性模型作为这方面的框架 项目，该项目认识到儿童有不同程度的风险因素，使他们或多或少有可能 受新冠肺炎影响，他们的复原力来源受到相关中断。我们将利用现有的活跃分子 国家孪生项目，国家双胞胎成就项目(NatPAT)。NatPAT已经注册了一个 1801对双胞胎(还在增长)的队列，并一直在跟踪他们在小学阶段的进步 一年三次收集他们的阅读进度监测数据。我们会继续招收双胞胎 使用我们成功和既定的招聘程序进入NatPAT，并收集他们的持续阅读 数据。此外，在整个五年的助学金中，每年夏天，任何有孩子在年级的双胞胎家庭 幼儿园至6日将收到一份调查包邮寄到他们的家中。此数据包将包含父项和子项 通过问卷调查了他们上一学年在新冠肺炎方面的经历， 特别是他们的社会互动、健康和经济状况和变化，以及他们对数字的体验 技术使用使我们能够理解因果关系的方法，我们处于独特的位置来解决 拟议研究的总体目标是通过三个具体目标(SA)。首先，我们将量化短期和 因新冠肺炎而失去社交资源对阅读技能的长期影响(SA 1)。第二，我们将 量化新冠肺炎相关健康和经济压力对阅读技能的短期和长期影响 (SA2)。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(Sequoia Capital)。

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).