Project 2: Using Precision Education Factors to Individualize Education (T2)

摘要/摘要 利用基因组学的进步，结合描述周围环境的丰富数据资源 发展儿童，并理解认知和行为的相关性，精确教育是一种 针对特定基因、环境和心理风险进行个性化教育的当代方法 以及儿童个体的保护因素(称为“精确教育因素”)(Hart，2016)。在这个高风险的 项目，我们利用现有的一年级高危学生样本，其中50%是英语学习者，他们有 完成了一个小组阅读干预项目，对阅读和语言进行了纵向测量 才能。我们结合了基因组学、地理信息系统(GIS)、 心理学、教育学，来研究精准教育因素在样本中的作用，以反映真实-- 具有多重脆弱性的儿童的世界复杂性。与更广泛的中心主题相匹配，我们 扩大我们的分类系统，将我们所知道的关于个人的遗传学、环境、 和心理风险及保护因素，纳入学生学习成绩的预测模型，具体学习 障碍分类和对干预的反应。样本将包括500名一年级儿童，以下是 至二年级，已被确定为有阅读困难的风险，并已完成 通过不同的项目进行小组阅读干预。我们将收集新的基因组学、环境和 认知/行为因素数据，当与广泛阅读和语言数据相结合时 由最初的干预项目收集的数据，将使我们能够解决拟议研究的总体目标 通过三个具体目标。首先，我们将应用精准教育方法来预测阅读和 语言发展(具体目标1)。第二，我们将应用精准教育方法来预测 特定学习障碍(特定目标2)。第三，我们将应用精准教育的方法来预测 对干预的反应(具体目标3)。我们将在一个具有多个漏洞的样本中完成这项工作， 包括面临阅读困难的风险，以及作为英语学习者。我们将使用双向 参与，包括来自当地社区的招聘协调员，当地咨询委员会 社区利益相关者，以及社区利益相关者的焦点小组，以更好地理解 来自这个项目的发现，使我们能够在研究和实践之间架起桥梁。培训机会 在整个项目中，职业研究人员和社区成员在结构上是一体化的。

Summary/Abstract Using advancements in genomics, combined with rich data resources describing the environments around developing children, and an understanding of cognitive and behavioral correlates, precision education is a contemporary approach to individualizing education to the specific genes, environments, and psychological risk and protective factors (called “precision education factors”) of the individual child (Hart, 2016). In this high-risk project, we leverage an existing sample of at-risk first graders, 50% of whom are English learners, who have completed a small group reading intervention project with longitudinal measures of reading and language ability. We combine theories and methods from genomics, geographical information systems (GIS), psychology, and education, to study the role of precision education factors on in a sample reflecting the real- world complexity of children who have multiple vulnerabilities. Matching the broader Center themes, we expand our classification systems to include everything we know about an individual's genetics, environments, and psychological risk and protective factors, into a predictive model of student achievement, specific learning disorder classification, and response to intervention. The sample will include 500 first-grade children, followed through second grade, who have been identified as at risk for reading difficulties and who have completed a small group reading intervention through a different project. We will collect new genomics, environmental, and cognitive/behavioral factors data, which when combined with the extensive reading and language data collected by the original intervention project, will allow us to address the overall goal of the proposed research through three specific aims. First, we will apply a precision education approach to predict reading and language development (Specific Aim 1). Second, we will apply a precision education approach to predict specific learning disorders (Specific Aim 2). Third, we will apply a precision education approach to predict response to intervention (Specific Aim 3). We will do this work in a sample with multiple vulnerabilities, including being at risk for reading difficulty as well as being English learners. We will use bidirectional engagement, including recruitment coordinators from the local communities, a local advisory board of community stakeholders, and focus groups of community stakeholders to better understand the implication of findings from this project, allowing us to build bridges between research and practice. Training opportunities for career researchers and community members are structurally integrated throughout the project.