Learning Disabilities Research Centers (P50)
Solicitation Title: Learning Disabilities Research Centers (P50)
Funding Amount: $1,400,000 per year for five years
Sponsor Deadline: Wednesday, December 28, 2016
Solicitation Link: http://grants.nih.gov/grants/guide/rfa-files/RFA-HD-17-006.html
Solicitation Number: RFA-HD-17-006
Overview
<p>The Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) invites center applications for the Learning Disabilities Research Centers Program, hereafter termed ‘LDRCs’. The LDRCs will focus on generating new scientific knowledge to inform our understanding of learning disabilities (LDs) and comorbid conditions through synergistic, integrated, team-based transdisciplinary science. This funding opportunity announcement invites both foundational and translational, transdisciplinary research addressing the definition, classification, etiology, diagnosis, epidemiology, early identification, prevention-based approaches, and remediation of children, adolescents, or adults identified with or at risk for LDs in component oral language abilities, reading, written expression abilities, mathematics and relationships among these LDs and other disabilities and co-occurring or comorbid conditions. The P50 mechanism allows for richly integrative, multi-method approaches to examine research topics focusing on learning disabilities that are not feasible through standard research mechanisms. The LDRCs provide a unique platform to engage with external research and community members and provide career enhancing opportunities for early career investigators expanding their reach and impact.</p>
Solicitation Limitations: <p><span>See Additional Review Criteria and Considerations for each section.</span></p> Other Information:<p><span>Listed below are possible suggestions of responsive research topics for this FOA. This list is not intended to be comprehensive, and applicants should not feel confined to the examples listed below. [Please note this list has been edited by MLFTC ORA.] •Development and refinement of early screening efforts to identify children at high risk for learning difficulties (including multilingual and English language learning individuals) who may be streamlined to early, intensive intervention services regardless of disability status. •Develop and refine classification systems that provide categorical and/or probabilistic judgments about disability status utilizing simulated and human performance data. •Enhanced, intensive early intervention efforts for children at high risk of learning challenges in reading, writing or mathematics. •Develop enhanced intensive intervention efforts for children with demonstrated minimal response inclusive of multi-year, intensive clinical trials with longitudinal follow-up. •Examine the potential benefit of assistive technology for learners with significant learning difficulties or disabilities with sensitivity to how learner characteristics may impact what technology to use, when and how to incorporate it in the learning environment and how to balance assistive technology usage with continued core instruction in reading, writing or mathematics. •Develop novel approaches to reliably screen for, identify and classify reading disabilities in multi-lingual children and English language learning populations. •Develop novel approaches to enhance and speed acquisition and development of reading, math or writing for children and adolescents with overall lower cognitive functioning. •Investigate the role of oral language development and skills to enhance the pace of vocabulary acquisition in reading. •Investigate the development of executive function skills and the relationship to concomitant development of reading, writing and math skills. •Examine potential impact of contextual factors influencing skill acquisition and development, e.g., student level, instructor and classroom, school and neighborhood factors.</span></p>Last Updated:
RODA ID: 150