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.

项目总结 据估计，新冠肺炎疫情导致全球教育机构关闭。 世界上90%以上的学生。流行病和由此导致的学校停课通常只从公众那里进行研究 从健康的角度来看，留下了关于学校关闭的学术影响的问题。与新冠肺炎相关的 建议通过观察到的季节性学习损失的视角来看待学校停课 夏季的几个月，但目前还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。 来自较低社会经济背景的儿童以及学习障碍儿童，他们都 暑期降幅比同龄人大，可能受新冠肺炎停课影响最大。 本补编的目标是继续为现有的父母补助金收集数据，以便收集关键的 对纵向生长曲线和发展轨迹分析至关重要的数据。数据收集 由于新冠肺炎关闭和限制而显著延迟，但将于2021年4月1日恢复。我们的目标是 在有和没有发育性阅读障碍家族风险的儿童中量化学习损失程度 我们实验室最近开发了面对面的行为测试和远程评估协议。现有的 这个项目的纵向设计提供了一个比较语言和(读前)技能的独特机会 在新冠肺炎学校停课前的几个时间点。关于学校停课相关学习的研究 损失表明，由于夏季和与自然灾害有关的关闭而造成的学习损失因贫困和 家庭扫盲环境和做法(HLEP)。HLEP已被证明与(预读)直接相关 诸如解码能力和语音敏感度等技能和证据表明 HLEP和识字能力。在控制SES和家长教育时，来自较富裕HLEP的孩子 背景在词汇、口语听力理解和阅读方面的表现要好于贫困儿童 技能。新冠肺炎期间电子工作政策的实施可能会让照顾者为他们的 孩子的教育程度--但他们也必须在工作和在家上学、照看孩子等方面兼顾 压力源，这可能导致扫盲活动减少。在本补充资料中，我们将进一步分析一个数据集 已经从登记了父母补助金的家庭以及1400个家庭的全球社区样本中获得 这项研究考察了自大流行以来家庭的HLEP是如何变化的。确定它是非常重要的。 家庭和社会保障因素(例如，家庭收入的变化、家中照顾者的数量、家庭成员的数量 电子工作时间)在新冠肺炎限制期间和这些限制取消后影响HLEP。通过分析 在新冠肺炎学校停课前后的纵向语言和(读前)技能，并将这些链接到 HLEP和SES，这项建议有可能量化学习损失，并为评估的设计提供信息 以及应对新冠肺炎关闭导致的阅读和语言技能下降的干预措施。