# Project V: Co-Development of Skills Associated with Learning Difficulties/Disabilities in Monolingual and Bilingual Children

> **NIH NIH P50** · FLORIDA STATE UNIVERSITY · 2020 · $225,459

## Abstract

ABSTRACT
 Project 5
Co-Development of Skills Associated with Learning Difficulties/Disabilities in Monolingual and
 Bilingual Children
The successful acquisition of reading and math skills during elementary school represents one of the most
significant educational achievements of early education. These skills provide the foundation for acquiring
knowledge both in school and throughout life. Many children acquire these skills early and maintain them at a
high level throughout school. A significant number of children, however, struggle with reading skills, math skills,
or both throughout their school experiences, resulting in learning difficulties and disabilities. Two factors that
may affect development and co-development of reading and math are self-regulation and non-mainstream
language environments (i.e., children from homes in which a language other than the societal language is
spoken). Whereas prior research has demonstrated associations between these two factors and problems in
reading and math, including learning disabilities in these domains, few studies have employed longitudinal
designs that allow a determination of the nature and direction of these associations. Consequently, the overall
goals of this project are to examine issues related to the development and co-development of learning
disabilities and difficulties in reading and math both in the context of self-regulation and in the context of
nonmainstream language environments across the early-elementary-school years using longitudinal-study
designs that allow better determination of the nature of the associations. Three studies--(a) A longitudinal study
of co-development of reading, math, and self-regulation in early elementary school in (primarily) monolingual
English-speaking children that builds on one of our current LDRC samples; (b) A longitudinal study of co-
development of language, reading-related and, math skills, as well as self-regulation from preschool to 2nd
grade with Spanish-speaking English-learners; and (c) An eye-movement study of Spanish-speaking children's
reading in English and Spanish to identify lexical and reader characteristics associated with difficulty acquiring
meaning from text)--will be used to address five specific aims: (1) Examine how co-development of reading
and math skills across the early-elementary-school period is related to success or difficulty in both areas. (2)
Identify the influences of self-regulation, indexed by executive function (EF) and behavior in the classroom, on
children's reading and math development and co-development across the early-elementary-school period. (3)
Explore the co-development of early language, reading, and math skills in Spanish and English for children
whose home language is Spanish and examine how early development of these skills relates to developing
risk of learning difficulties or disabilities in language, reading, and mathematics in kindergarten through 2nd
grade. (4) Determine how the development of se...

## Key facts

- **NIH application ID:** 10003054
- **Project number:** 5P50HD052120-14
- **Recipient organization:** FLORIDA STATE UNIVERSITY
- **Principal Investigator:** CHRISTOPHER J LONIGAN
- **Activity code:** P50 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2020
- **Award amount:** $225,459
- **Award type:** 5
- **Project period:** 2006-07-01 → 2022-07-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10003054

## Citation

> US National Institutes of Health, RePORTER application 10003054, Project V: Co-Development of Skills Associated with Learning Difficulties/Disabilities in Monolingual and Bilingual Children (5P50HD052120-14). Retrieved via AI Analytics 2026-06-01 from https://api.ai-analytics.org/grant/nih/10003054. Licensed CC0.

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