READING OUTCOMES IN CHILDREN WITH VESTIBULAR LOSS

前庭丧失儿童的阅读结果

• 批准号: 10349146
• 负责人: Kristen L. Janky
• 金额: $ 18.61万
• 依托单位: FATHER FLANAGAN'S BOYS' HOME
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-12-01 至 2026-11-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10349146
• 关键词: Activities of Daily Living; Address; Adult; Affect; Attention; Auditory; Child; Cochlear Implants; Cognition; Cognitive; Cognitive deficits; Comprehension; Development; Eye Movements; Goals; Habilitation; Head; Head Movements; Impairment; Intervention; Language; Lead; Letters; Linguistics; Link; Modeling; Neuroanatomy; Outcome; Performance; Process; Qi; Quality of life; Reading; Rehabilitation therapy; Research; Sensory; Severities; System; Testing; Theoretical model; Time; Training; Vestibular loss; Vision; Visual; Visual Acuity; Visuospatial; Work; comorbidity; executive function; falls; hearing impairment; improved; language comprehension; large print; literacy; normal hearing; peer; phonology; programs; reading ability; reading comprehension; reading difficulties; rehabilitation strategy; resilience; scaffold; spatial memory; success; vestibulo-ocular reflex; visual tracking; way finding

PROJECT SUMMARY/ABSTRACT Reading Outcomes in Children with Vestibular Loss Vestibular loss can co-occur with hearing loss causing dual sensory deficits. Unfortunately, children with hearing loss are rarely assessed for vestibular loss. As a result, the impact of co-morbid vestibular loss in children with hearing loss is unknown, particularly on academic and cognitive outcomes. While vestibular loss has been speculated to affect reading outcomes in children (Braswell 2006a; Snashall 1983; Tomaz 2014), the extent to which vestibular loss affects reading outcomes and the association between vestibular loss and reading is not understood. Therefore, the purpose of this proposal is to investigate the relationship between reading outcomes and vestibular loss in children with hearing loss. The vestibular system is responsible for decoding head movement and eliciting eye movements in an equal and opposite direction to maintain steady vision. It is not surprising therefore that vestibular loss results in reduced dynamic visual acuity – the ability to see clearly during head movement – (Rine 2003; Janky 2015); however, children with vestibular loss and reduced dynamic visual acuity also have reduced reading acuity – the smallest print size that can be read – and require larger print size for reading compared to peers with normal hearing (Braswell 2006a). Thus, Aim 1 will test the hypothesis that vestibular loss results in visual acuity deficits due to vestibulo-ocular reflex and cognitive deficits, which could impact reading. Theoretically, the Simple View of Reading (Gough 1986) suggests that reading comprehension can be explained by decoding and language comprehension abilities; however, these two factors do not account for all the variance in reading comprehension (Aaron 1999). In children with hearing loss, reading is affected by language, phonological processing, and auditory access; however, these factors alone do not fully explain the variance. Aim 2 will test the hypothesis that after controlling for variables known to contribute to reading performance (i.e., language, phonological processing, auditory access, etc.), vestibular loss will account for a significant amount of the variance in reading outcomes. The long-term goals of this research program are to define the developmental and academic impact of comorbid vestibular loss and then develop rehabilitative strategies that mitigate negative outcomes. The proposed work will provide a better understanding of vestibular loss as a contributing factor to reading difficulties for children with hearing loss, where previously only the effects of hearing loss have been considered. The proposed work will improve the scientific understanding of reading deficits in children with hearing loss and could lead to new rehabilitative interventions for reading in children with hearing loss by considering vestibular loss, a factor that has until now been ignored. A scaffolded training plan has been devised to enhance my understanding of literacy outcomes in children with hearing loss, cognition, neuroanatomy, development, and the ability to incorporate eye tracking to address the hypotheses.

项目摘要/摘要 阅读前庭损失儿童的结果 前庭损失可能与听力损失共同发生，从而导致双感官缺陷。不幸的是，有孩子 听力损失很少评估前庭损失。结果，儿童联合前庭损失的影响 听力损失尚不清楚，尤其是在学术和认知结果上。虽然前庭损失已经 据推测会影响儿童的阅读结果（Braswell 2006a; Snashall 1983; Tomaz 2014） 哪些前庭损失会影响阅读结果以及前庭损失和阅读之间的关联 理解。因此，该提案的目的是调查阅读结果之间的关系 听力损失儿童的前庭损失。前庭系统负责解码头部 移动和引起眼睛运动沿相等和相反的方向运动，以保持稳定的视力。它不是 因此，令人惊讶的是，前庭损失导致动态视力降低 - 能够清楚地看到 头部运动 - （Rine 2003； Janky 2015）；但是，前庭损失和动态视觉降低的儿童 敏锐度的阅读敏锐度降低 - 可以读取的最小打印尺寸 - 需要更大的打印尺寸 与正常听力的同龄人相比，阅读（Braswell 2006a）。那是目标1将检验以下假设 前庭损失导致视力缺陷由于前庭 - 眼反射和认知缺陷而导致的视力缺陷，这可能 影响阅读。理论上，阅读的简单观点（Gough 1986）表明阅读理解 可以通过解码和语言理解能力来解释；但是，这两个因素不考虑 对于阅读理解的所有差异（Aaron 1999）。在听力损失的儿童中，阅读受到 语言，语音处理和听觉访问；但是，仅这些因素并不能完全解释 方差。 AIM 2将检验以下假设：在控制已知有助于阅读的变量之后 性能（即语言，语音处理，听觉访问等），前庭损失将解释 阅读结果的大量差异。该研究计划的长期目标是 定义合并前庭损失的发展和学术影响，然后发展康复 减轻负面结果的策略。拟议的工作将为前庭提供更好的理解 损失是听力损失儿童阅读难度的促成因素，以前只有效果 已经考虑了听力损失。拟议的工作将改善对阅读的科学理解 听力损失儿童的缺陷，可能会导致新的康复干预措施，以阅读儿童 通过考虑前庭损失来听力损失，这是迄今为止忽略的因素。脚手架培训计划 已设计为增强我对听力丧失，认知儿童的识字结果的理解 神经解剖学，发育以及结合眼睛跟踪以解决这些假设的能力。