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续订题为《单词阅读能力中的表型决定因素(Dis) 人口：不同的语言经历和儿童属性对新兴阅读技能的影响 回应NICHD对LD创新中心的邀请，FOA‘s(RFA-HD-22-005)。这件事的首要目标是 LD Hub将继续为一代研究奠定基础，将教育实践置于 单字阅读发展的小说理论。该中心所产生的知识和产品将 被用来为未来的行为、计算和神经生物学研究提供信息，检查 单词阅读技能，将被用来调整描述儿童属性和单词属性之间关系的理论 这更紧密地解释了单词阅读的个体差异与面临的教育挑战 典型发展(TD)儿童的教育者，更具体地说是阅读障碍(RD)儿童的教育者，同时也 扩大我们对研发中代表性不足人群中存在重要差异的理解 研究。该提案涉及RFA的第二个优先事项；即通过探索 随着儿童经验和认知能力的不同，RD的新的和复杂的行为表型有所不同 在语言不同的学习者样本中。我们的LD中心采用跨学科的方法来开发 基础研究和翻译研究需要更好地了解项目级的一般发展 掌握很大一部分英语单词阅读技能，探索单词阅读中的重要差异 跨TD和RD人群的发展，重点关注历史上代表性不足的重要问题 并考察解释个体差异的儿童属性和单词属性之间的相互作用 在单词阅读方面的发展。枢纽的总体具体目标包括：(1)扩大对 支持英语单词阅读发展的基本机制；(2)增加科学性 通过建立一个公开可用的数据库，为阅读障碍研究提供基础设施 (发展英语词典项目)纳入了研究项目中收集的所有数据； (3)维护和扩大中心的多学科团队，包括经验丰富的早期研究人员 跨越教育、计算和神经生物学研究的专业知识；以及(4)加强 通过为早期职业科学家提供职业提升机会和通过 通过代表不足的种族和少数族裔的参与促进其多样性；以及 残疾人。为了实现这些目标，我们将建立一个研究团队，一个经验主义的团体 知识和理论框架，为(I)更好的教育实践奠定基础，特别是与 (Ii)关于英语学习者识字能力习得等相关主题的翻译研究 (Ell)和说方言的人，以及第二语言习得；和(Iii)新一代理论 接受个体差异，并与学习的神经生物学基础紧密相关。

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.