Word Problems, Language, & Comorbid Learning Disabilities

项目总结/摘要 COVID-19学校关闭导致过去持续一段时间的远程学习条件 年预计这将对该国学龄人口的学习造成毁灭性的影响， 这种学习损失的程度预计是不均衡的。范德比尔特的目标人群 学习障碍创新中心是患有共病阅读和数学学习障碍（LD）的儿童。 这可能是受影响最严重的亚组之一，因为这些儿童的严重程度不同。 学术赤字进一步增加脆弱性的是枢纽项目研究的种族和民族多样性。 sample.与此同时，COVID-19的学校关闭所带来的挑战为这个LD中心提供了独特的 科学的机会，加深对枢纽项目的具体目标的见解。第一个独特的机会 是远程教育和面对面教育的交替提供，这代表了一种自然发生的 交替条件设计，允许创新的队列内对比。第二个机会是 提供单独的大流行前和大流行期间中心研究队列，允许创新的队列间研究 对比。第三个独特的科学机会是与家庭的密切沟通， 在COVID的远程评估和干预期间保持，这允许不寻常的访问， 进行有意义的家长访谈。建议的补充利用这些科学 有机会加深对枢纽项目具体目标的了解，该目标以所涉及的过程为中心 在阅读和数学的相互学习中。本补编的分析集中在三个方面： 问题：（1）阅读与数学共病儿童的阅读与数学学习的相互关系 LD随大流行状态的不同而不同（大流行前，即面对面教育，大流行前， 这是一个混合远程和面对面的教育），以及如何脚手架，旨在映射理论 阅读和数学之间的共性，缓和了这种效果;（2）如何在理论上提供保真度 引导脚手架因交付模式而异（大流行期间远程与亲自）;以及（3） 家长如何看待儿童阅读和数学发展，阅读与发展之间的联系， 和教学质量因授课方式（大流行期间远程授课与面对面授课）而异， 理论引导的脚手架如何缓和父母的观点。希望这些见解不仅 加深对共患阅读和数学学习障碍的理解，同时也指导研究人员和教育工作者 如何以富有成效的方式开展远程教育， 为弱势群体提供教育。

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.