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The impact of socioeconomic status on the neurobiological underpinnings of reading.

社会经济地位对阅读神经生物学基础的影响。

基本信息

批准号：
10621056
负责人：
Stephanie N Del Tufo
金额：
$ 6.56万
依托单位：
UNIVERSITY OF DELAWARE
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：
2021-08-20 至 2024-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10621056
关键词：
Adolescent Adult Area Attention Attenuated Biological Biological Factors Brain Brain region Child Childhood Competence Data Databases Development Development Plans Economic Factors Economics Educational Assessment Employment Opportunities Environment Exhibits Future Goals Grant Growth Health Income Individual Individual Differences Inferior frontal gyrus Instruction Intervention Learning Left Life Long-Term Effects Manuscripts Measures Mentors Mentorship National Institute of Child Health and Human Development Neurobiology Outcome Physiological Poverty Process Productivity Public Health Reader Reading Research Research Design Rest Societies Socioeconomic Factors Socioeconomic Status Stress Students Training United States National Institutes of Health Work Writing career career development cognitive development design experience improved indexing intergenerational literacy neuroimaging parent grant peer prevent reading ability recruit remediation skills social social factors socioeconomic disadvantage socioeconomics success

项目摘要

Project Summary/Abstract Literacy proficiency has a lasting impact on one’s postsecondary success and attainment, intergenerational and socioeconomic mobility, and long-term health outcomes. Many of our nation’s students have inadequate reading skills that require effective instructional approaches and interventions. However, many of these interventions do not show sustained reading success longitudinally. The parent grant aims to determine and predict the intra- individual impact of neurobiological compensatory mechanisms on reading development, across the socioeconomic continuum. In tandem with the typical brain regions that encompass the reading network, poorer readers recruit additional, compensatory brain regions to support reading proficiency. The parent grant capitalizes on longitudinal extent data to examine the interaction of the neurobiological reading network with those compensatory regions. The aims of this diversity supplement are subordinate. The proposed study focuses on a specific parent grant covariate: socioeconomic status. Specifically, we focus on individual differences in neurobiological development that emerge during the process of learning to read predicted by differences in socioeconomic status. Less attention has focused on the socioeconomic factors that contribute to these differences in the neurobiology of reading development. Yet, we know that students at socioeconomic disadvantage have disproportionately low reading achievement rates. Therefore, the aim of this supplement is to examine how socioeconomic factors, such as income, parental educational attainment, and stress, contribute to differences in the neurobiological underpinnings of reading development. Specifically, this supplement will examine how social, economic, and biological indices of socioeconomic status differentially, and similarly, influence the functional connectivity of the neurobiological reading network and its associated compensatory regions. By capitalizing on extant data from the Adolescent Brain Cognitive Development (ABCD) database, longitudinal data will be examined to investigate the process of reading development across the reading ability continuum.

项目总结/文摘