Word Problems, Language, & Comorbid Learning Disabilities

文字问题、语言、

• 批准号: 9270810
• 负责人: Lynn S Fuchs
• 金额: $ 55.61万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-28 至 2020-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9270810
• 关键词: Address; African American; Behavioral; Child; Cognition; Comorbidity; Complement; Complex; Development; Discipline; Employment; Ensure; Funding Opportunities; Future; Generations; Goals; Grant; Hispanic Americans; Instruction; Intervention; Language; Language Development; Learning; Learning Disabilities; Life; Mathematics; Mexican Americans; Outcome; Phenotype; Play; Population; Problem Solving; Productivity; Public Health; Publications; Quality of life; Reading; Research; Research Infrastructure; Research Personnel; Resources; Risk; Role; Sampling; School-Age Population; Schools; Science; Scientific Advances and Accomplishments; Scientist; Security; Students; Subgroup; Talents; Testing; Underrepresented Groups; United States National Institutes of Health; Vulnerable Populations; Wages; Writing; base; career; clinical practice; cognitive neuroscience; collaborative environment; developmental psychology; disability impact; experience; high risk; improved; improved outcome; innovation; language comprehension; next generation; non-Native; novel; novel strategies; programs; reading comprehension; response; scaffold; skills; success; synergism; systems research; urban school

OVERVIEW SUMMARY/ABSTRACT Despite important advances in the treatment of learning disabilities (LDs), the dominant approach to intervention—direct skills instruction—fails to meet the needs of 25-40% of students with learning disabilities (LDs). Research is therefore required on innovative approaches that target the specific needs of subgroups of LD students (LD subtypes) to expand the framework for LD intervention. This LD Innovative Hub addresses an LD subtype that spans math problem solving (MPS) & reading comprehension (RC). This subset of the LD population (a) has been understudied, (b) experiences disproportionately poor response to intervention, and (c) has a distinctive set of needs. This Hub brings together a transdisciplinary team of researchers, spanning learning sciences, second language learning, LDs, and developmental psychology, to investigate a high-risk innovative approach to LD intervention tailored for this understudied and vulnerable population. The Hub’s approach involves embedding language comprehension instruction in direct skills intervention, with instructional scaffolding to explicitly connect MPS, RC, & language comprehension demands. The goal is to improve both outcomes with a unified approach to intervention. This scientific focus represents a unifying theme across the Hub’s Core and Project to achieve 4 aims: (1) advancing scientific understanding of LDs on a high-impact but understudied public health topic to identify directions that provide the field with novel solutions for improving outcomes; (2) relying on a transdisciplinary approach to build the intellectual infrastructure & a body of compelling, mature research findings to permit the transition of this Hub to an LD Research Center and other NIH program or funding opportunities; (3) cultivating a new generation of LD researchers; and (4) ensuring the relevance of this Hub’s scientific contributions and the future contributions of this Hub’s new generation of LD researchers for underrepresented groups.

概述摘要/摘要 尽管在治疗学习障碍(LD)方面取得了重大进展，但治疗学习障碍的主要方法 干预--直接的技能教学--不能满足25%-40%的学习障碍学生的需求 (LDS)。因此，需要研究针对以下群体的具体需求的创新方法 学习障碍学生(学习障碍亚型)拓展学习障碍干预框架。这一LD创新中心解决了 横跨数学问题解决(MPS)和阅读理解(RC)的LD亚型。LD的这一子集 人口(A)研究不足，(B)对干预的反应不成比例地差，以及(C) 有一套独特的需求。该中心汇聚了一支跨学科的研究团队， 学习科学、第二语言学习、学习障碍和发展心理学，调查高危人群 为这一研究不足和弱势群体量身定做的创新的学习障碍干预方法。The Hub‘s 方法包括将语言理解指导嵌入到直接技能干预中， 明确连接MPS、RC和语言理解需求的教学脚手架。我们的目标是 通过统一的干预方法改善这两种结果。这一科学焦点代表了一种统一的 贯穿中心核心的主题和项目，以实现4个目标：(1)促进对LDS的科学理解 高影响力但未得到充分研究的公共卫生主题，以确定为该领域提供新解决方案的方向 改善成果；(2)依靠跨学科方法建设知识基础设施&a 令人信服的、成熟的研究成果，以允许该中心过渡到LD研究中心，以及 国家卫生研究院的其他项目或资助机会；(3)培养新一代的学习障碍研究人员；(4) 确保该中心的科学贡献与该中心新的 代表不足群体的一代学习困难研究人员。