Determinants of phenotypes within the word reading (dis)ability population: The impact of diverse language experiences and child attributes on emerging reading skills

本LD Hub P20更新标题为“单词阅读（dis）能力中表型的决定因素 人口：不同的语言经验和儿童属性对新兴阅读技能的影响” 响应NICHD对LD创新中心FOA的邀请（RFA-HD-22-005）。这个项目的首要目标是 LD中心将继续为一代研究奠定基础，将教育实践置于一个 个别单词阅读发展的小说理论。该中心产生的知识和产品将 用于为未来的行为，计算和神经生物学研究提供信息， 文字阅读技能，并将用于调整理论描述之间的关系，儿童和文字属性 这解释了个体差异在文字阅读更密切地与教育面临的挑战 典型发育（TD），更具体地说，阅读障碍（RD）儿童的教育工作者，同时也 扩大我们对RD中代表性不足人群存在重要差异的理解 research.该提案涉及RFA的第二个优先事项，即“推动创新”， RD的新的和复杂的行为表型，作为儿童经验和认知能力的函数而变化 在不同语言的学习者样本中。我们的LD Hub采用跨学科的方法来开发 基础和转化研究需要更好地了解项目级的一般发展 单词阅读技能在英语语言的很大一部分，探索单词阅读的重要差异 TD和RD人群的发展，重点关注历史上代表性不足的重要人群 人口，并研究儿童和文字属性之间的相互作用，解释个体差异 在单词阅读发展中。该中心的总体具体目标包括：（1）扩大我们对 英语词汇阅读发展的基本机制;（2）增加科学的 通过建立一个公开数据库，建立阅读障碍研究基础设施 （发展英语词汇计划），将研究项目中收集的所有数据纳入其中; (3)保持和扩大中心的经验丰富的多学科团队和早期的研究人员， 专业知识跨越教育，计算和神经生物学研究;（4）加强 为早期职业科学家提供职业发展机会， 通过代表性不足的种族和族裔少数群体的参与促进其多样性， 残疾人。为了实现这些目标，我们将建立一个研究小组，一个经验主义的机构， （i）更好的教育实践，特别是与教育有关的实践， （ii）相关课题的翻译研究，例如英语学习者的读写能力 (ELL)和方言的发言者，和第二语言习得;（iii）新一代的理论 拥抱个体差异，并与学习的神经生物学基础密切相关。

This LD Hub P20 renewal entitled, “Determinants of phenotypes within the word reading (dis)ability population: The impact of diverse language experiences and child attributes on emerging reading skills” responds to the NICHD invitation for LD Innovation Hubs, FOA’s (RFA-HD-22-005). The overarching goal of this LD Hub is to continue to lay the foundation for a generation of research that situates educational practices in a novel theory of individual word reading development. The knowledge and product generated from this Hub will be used to inform future behavioral, computational, and neurobiological studies examining the development of word reading skills and will be used to align theories describing the relations between child- and word-attributes that explain individual differences in word reading more closely with the educational challenges confronting educators of typically developing (TD) and more specifically children with reading disability (RD), while also expanding our understanding of where important differences exist in under-represented populations in RD research. The proposal addresses the second priority of the RFA; namely “pushing innovation”, by exploring new and complex behavioral phenotypes of RD that vary as a function of child experience and cognitive ability across linguistically diverse samples of learners. Our LD Hub adopts an interdisciplinary approach to developing the foundational and translational research needed to better understand the general development of item-level word reading skill in a large portion of the English language, explore important differences in word reading development across TD and RD populations with a focus on important historically under-represented populations, and examine the interactions between child- and word-attributes that explain individual differences in word reading development. The overall specific aims for the Hub include: (1) expand our understanding of the basic mechanisms undergirding word reading development in English; (2) increase the scientific infrastructure for research on reading disability by establishing a publicly available database (developmental English Lexicon Project) incorporating all of the data collected in the research project; (3) maintain and expand the Hub’s multidisciplinary team of experienced and early researchers with expertise spanning educational, computational, and neurobiological research; and (4) strengthen the scientific workforce by providing career enhancing opportunities for early career scientist and by promoting its diversity through the participation of underrepresented racial and ethnic minorities, and persons with disabilities. In achieving these aims, we will create a research team, a body of empirical knowledge, and a theoretical framework setting the stage for (i) better educational practices, particularly related to RD; (ii) translational research on related topics such as literacy acquisition by English Language Learners (ELL) and speakers of dialects, and second-language acquisition; and (iii) a new generation of theories embracing individual differences and strongly tied to the neurobiological bases of learning.