Examining neural mechanisms of developmental dyslexia from infancy to school-age (supplement)

项目摘要 由于COVID-19大流行，全球教育机构关闭， 超过90%的学生。流行病和由此造成的学校关闭往往只从公众角度进行研究。 健康角度，留下了有关学校关闭的学术影响的问题。COVID-19相关 有人建议，应通过观察到的季节性学习损失的透镜来看待学校关闭问题， 这两类学校的关闭是否会导致类似的学习损失，目前尚不清楚。 来自社会经济地位较低的儿童以及有学习障碍的儿童， 在夏季，受COVID-19学校关闭影响最大的学生人数下降幅度大于同龄人。 这项补充的目标是继续收集现有父母补助金的数据，以收集关键的 纵向生长曲线和发展轨迹分析所必需的数据。 由于COVID-19的关闭和限制而大幅延迟，但将于2021年4月1日恢复。我们的目标是 量化有和没有发展性阅读障碍家族风险的儿童的学习损失程度， 在人的行为测试和远程评估协议最近在我们的实验室开发。现有 这个项目的纵向设计提供了一个独特的机会来比较语言和（前）阅读技能 在COVID-19学校关闭之前的几个时间点。学校关闭相关学习的文献研究 损失表明，由于夏季和自然灾害造成的关闭造成的学习损失因贫困而加剧， 家庭扫盲环境和做法。HLEP已被证明与（前）阅读直接相关 解码能力和语音敏感性等技能，证据表明， HLEP和识字率。当控制SES和父母教育时，来自富裕HLEP的儿童 在词汇量、口语听力理解和阅读方面， skills.在COVID-19期间实施电子工作政策可能会让护理人员为他们的工作做出更多贡献。 孩子的教育程度-但他们也必须兼顾工作与家庭教育，儿童保育，和其他 压力因素，这可能导致扫盲活动减少。在本补充中，我们将进一步分析一个数据集 已经从参加父母补助金的家庭以及全球社区1 400个家庭的样本中获得 研究了自大流行以来家庭HLEP的变化。重要的是要确定 家庭和社会经济地位因素（例如，家庭收入的变化、家庭照料者的人数、 电子工作时间）在COVID-19限制期间和这些限制取消后影响HLEP。通过分析 语言和（前）阅读技能纵向COVID-19学校关闭之前和之后，并将这些与 HLEP和SES，该提案有可能量化学习损失并为评估设计提供信息 以及应对因COVID-19关闭而导致的阅读和语言技能下降的干预措施。

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.