Word Problems, Language, & Comorbid Learning Disabilities
文字问题、语言、
基本信息
- 批准号:10379744
- 负责人:
- 金额:$ 28.23万
- 依托单位:
- 依托单位国家:美国
- 项目类别:
- 财政年份:2021
- 资助国家:美国
- 起止时间:2021-04-01 至 2022-12-31
- 项目状态:已结题
- 来源:
- 关键词:AddressAffectCOVID-19COVID-19 pandemicChildCohort StudiesCommunicationCountryDevelopmentDistance LearningEducational process of instructingFamilyInstructionInterruptionInterventionInterviewKnowledgeLanguageLearningLearning DisabilitiesMapsMathematicsParentsPersonsPopulationProcessPublic HealthReadingResearch PersonnelSampling StudiesSchool-Age PopulationSchoolsSeveritiesStudentsSubgroupTarget PopulationsVulnerable Populationsclinical practicecohortcomorbiditycoronavirus diseasedesignethnic diversityimprovedinnovationinsightmathematics disabilitypandemic diseaseracial diversityremote deliveryscaffold
项目摘要
PROJECT SUMMARY/ABSTRACT
COVID-19 school closures have resulted in remote learning conditions for sustained periods over the past
year. This is projected to exact a devastating toll on the learning of this country’s school-age population, and
the magnitude of that learning loss is expected to be uneven. The target population in the Vanderbilt
Learning Disabilities Innovation Hub is children with comorbid reading & math learning disabilities (LDs).
This is likely to be among the worst affected subgroups due to the differential severity of these children’s
academic deficits. Further increasing vulnerability is the racial and ethnic diversity of the Hub Project study’
sample. Meanwhile, the challenges created by COVID-19’s school closures provide this LD Hub with unique
scientific opportunities for deepening insights on the Hub Project’s Specific Aim. The first unique opportunity
is the alternating delivery of remote and in-person schooling, which represents a naturally occurring
alternating condition design, which permits innovative within-cohort contrasts. The second opportunity is the
availability of separate pre- and during-pandemic Hub study cohorts, permitting innovative between-cohort
contrasts. The third unique scientific opportunity is the close communications with families the Hub
maintains during COVID’s remote assessments and interventions, which permits unusual access for
conducting meaningful parent interviews. The proposed supplement takes advantage of these scientific
opportunities to deepen insight on the Hub Project’s Specific Aim, which centers on the processes involved
in reciprocal learning across reading & math in this population. This Supplement’s analyses focus on three
issues: (1) how reciprocity of learning between reading & math for children with comorbid reading & math
LDs differs as a function of pandemic status (pre-pandemic, which was in-person schooling, vs. pandemic,
which is a mix of remote and in-person schooling) and how scaffolding, designed to map theoretical
commonalities between reading & math, moderates this effect; (2) how fidelity in delivering theoretically
guided scaffolding differs as a function of delivery mode (remote vs. in-person during the pandemic); and (3)
how parent views on children’s reading & math development, connections between reading & development,
and teaching quality differ as a function of delivery mode (remote vs. in-person during the pandemic) and
how theoretically guided scaffolding moderates parent views. The hope is that these insights will not only
deepen understanding about comorbid reading & math LDs but also guide researchers and educators on
how to conduct remote schooling in productive ways and improve academic progress during remote
schooling for vulnerable populations.
项目总结/文摘
项目成果
期刊论文数量(4)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Patterns of Development in Spanish-English Conceptually Scored Vocabulary Among Elementary-Age Dual Language Learners.
小学双语学习者西班牙语-英语概念评分词汇的发展模式。
- DOI:10.1044/2020_jslhr-20-00056
- 发表时间:2020
- 期刊:
- 影响因子:0
- 作者:Mancilla-Martinez,Jeannette;Hwang,JinKyoung;Oh,MinHyun;Pokowitz,ElenaLauren
- 通讯作者:Pokowitz,ElenaLauren
First-grade multilingual students' executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis.
一年级多语言学生的执行功能概况以及与英语阅读成绩和困难的联系:以人为中心的潜在概况分析。
- DOI:10.1007/s11881-022-00272-2
- 发表时间:2023
- 期刊:
- 影响因子:2.3
- 作者:Relyea,JackieEunjung;Cho,Eunsoo;Zagata,Elizabeth
- 通讯作者:Zagata,Elizabeth
Spanish-speaking English learners' English language and literacy skills: The predictive role of conceptually-scored vocabulary.
西班牙语英语学习者的英语语言和读写能力:概念评分词汇的预测作用。
- DOI:10.1017/s0142716419000365
- 发表时间:2020
- 期刊:
- 影响因子:2.1
- 作者:Hwang,JinKyoung;Mancilla-Martinez,Jeannette;McClain,JannaBrown;Oh,MinHyun;Flores,Israel
- 通讯作者:Flores,Israel
Early Elementary Grade Dual Language Learners from Spanish-speaking Homes Struggling with English Reading Comprehension: The Dormant Role of Language Skills.
- DOI:10.1037/edu0000402
- 发表时间:2020-07
- 期刊:
- 影响因子:4.9
- 作者:Mancilla-Martinez J;Hwang JK;Oh MH;McClain JB
- 通讯作者:McClain JB
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Lynn S Fuchs其他文献
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{{ truncateString('Lynn S Fuchs', 18)}}的其他基金
Word Problems, Language, and Comorbid Learning Disabilities
文字问题、语言和共病学习障碍
- 批准号:
8457318 - 财政年份:2012
- 资助金额:
$ 28.23万 - 项目类别:
Word Problems, Language, and Comorbid Learning Disabilities
文字问题、语言和共病学习障碍
- 批准号:
8689129 - 财政年份:2012
- 资助金额:
$ 28.23万 - 项目类别:
Word Problems, Language, & Comorbid Learning Disabilities
文字问题、语言、
- 批准号:
9270810 - 财政年份:2012
- 资助金额:
$ 28.23万 - 项目类别:
Word Problems, Language, and Comorbid Learning Disabilities
文字问题、语言和共病学习障碍
- 批准号:
8554788 - 财政年份:2012
- 资助金额:
$ 28.23万 - 项目类别:
Calculations, Word Problems, and Algebraic Cognition
计算、应用题和代数认知
- 批准号:
7992453 - 财政年份:2008
- 资助金额:
$ 28.23万 - 项目类别:
Calculations, Word Problems, and Algebraic Cognition
计算、应用题和代数认知
- 批准号:
8196819 - 财政年份:2008
- 资助金额:
$ 28.23万 - 项目类别:
Calculations, Word Problems, and Algebraic Cognition
计算、应用题和代数认知
- 批准号:
7736801 - 财政年份:2008
- 资助金额:
$ 28.23万 - 项目类别:
Calculations, Word Problems, and Algebraic Cognition
计算、应用题和代数认知
- 批准号:
8399096 - 财政年份:2008
- 资助金额:
$ 28.23万 - 项目类别:
Calculations, Word Problems, and Algebraic Cognition
计算、应用题和代数认知
- 批准号:
7535432 - 财政年份:2008
- 资助金额:
$ 28.23万 - 项目类别:
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