Neurocognitive Basis of Language Comprehension in Children with Dyslexia

阅读障碍儿童语言理解的神经认知基础

基本信息

批准号：
10394041
负责人：
Ola Ozernov-Palchik
金额：
$ 0.25万
依托单位：
MASSACHUSETTS INSTITUTE OF TECHNOLOGY
依托单位国家：
美国
项目类别：
财政年份：
2019
资助国家：
美国
起止时间：
2019-09-01 至 2022-08-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10394041
关键词：
Address Affect Age Attention Bayesian Method Behavioral Bilateral Brain Child Clinical Cognitive Comprehension Data Developmental reading disorder Diagnosis Diffusion Diffusion Magnetic Resonance Imaging Disease Dissociation Dyslexia Education Educational Background Equation Etiology Fellowship Functional Magnetic Resonance Imaging Gender Goals Hippocampus (Brain)Impairment Individual Individual Differences Instruction Knowledge Language Language Development Language Development Disorders Language Tests Learning Least-Squares Analysis Left Linguistics Literature Magnetic Resonance Imaging Measures Mediating Mediation Methods Modeling Neurocognitive Oral Pattern Performance Property Reading Rest Schools Statistical Methods Structure System Technical Expertise Testing Training Variant Visual Vocabulary base behavior measurement behavioral study cognitive skill comorbidity comprehension skill innovation knowledge integration language comprehension listening comprehension neural correlate neuroimaging neuromechanism peer reading comprehension recruit relating to nervous system remediation second grade skills stem success third grade

项目摘要

Developmental dyslexia (dyslexia) is an unexplained difficulty in learning to read, affecting approximately 10- 12% of all children. Dyslexia is characterized by deficits that result in slower and less accurate decoding, important prerequisites for adequate reading comprehension, the overall goal of reading. As children progress in school, when instructional focus shifts from “learning to read” to “reading to learn,” reading comprehension becomes increasingly critical to academic success. Although much is known about the neurocognitive basis of impaired single-word decoding in dyslexia, very little is known about the neurocognitive basis of impaired reading comprehension in dyslexia. This is a major gap in knowledge, as it is the comprehension impairment that places the greatest burden on children with dyslexia throughout their education. Guided by the conceptual framework of the Simple View of Reading, the current proposal will address this gap by investigating the neural and cognitive components of reading comprehension in children with dyslexia (Dys) and their typically developing peers (Typ). I will recruit 30 Typ and 30 Dys second and third grade children, matched in age, gender, and parental education levels. All children will be comprehensively assessed using tests of oral language, reading, and cognitive skills. Structural and functional magnetic resonance imaging data will also be collected. I will examine the structural substrates of listening comprehension and decoding, and observe how they vary between Typ and Dys. I will relate functional brain activation during listening comprehension and decoding tasks to children’s out-of-scanner reading comprehension performance separately in Dys and Typ. Finally, I will test whether cognitive and linguistic factors, as well as brain structure, mediate the association between decoding and reading comprehension differently across the two groups. Knowledge gained from this project will provide a better understanding of variation in reading comprehension skills in dyslexia, and potentially inform assessment and remediation efforts for children with dyslexia and poor comprehension. The proposed study will provide ample opportunities to complete the fellowship training goals by advancing the following: 1) conceptual understanding of language development and comprehension, 2) technical expertise in advanced behavioral and neuroimaging methods, and 3) translational knowledge of how children with developmental language disorders are helped in clinical settings.

发展性阅读障碍（阅读障碍）是一种无法解释的学习阅读困难，影响大约 10- 12% 的儿童存在阅读障碍，导致解码速度变慢且准确度降低。充分阅读理解的重要前提，是孩子阅读进步的总体目标。在学校，当教学重点从“学习阅读”转向“阅读学习”时，阅读理解尽管人们对神经认知基础了解很多，但它对于学业成功变得越来越重要。阅读障碍患者的单字解码受损，但人们对阅读受损的神经认知基础知之甚少这是知识上的一个重大差距，因为理解障碍造成了这种情况。在概念框架的指导下，阅读障碍儿童在整个教育过程中承受的最大负担。根据简单的阅读观，当前的提案将通过研究神经和认知来解决这一差距阅读障碍儿童 (Dys) 及其正常发育同龄人 (Typ) 的阅读理解组成部分。我将招募 30 名 Typ 和 30 Dys 二年级和三年级的孩子，他们的年龄、性别和家长教育程度都相匹配所有儿童都将通过口语、阅读和认知技能测试进行全面评估。我还将收集结构和功能磁共振成像数据来检查结构。听力理解和解码的基础，并观察它们在 Typ 和 Dys 之间的差异。听力理解期间的功能性大脑激活以及将解码任务与儿童的扫描外相关联分别在 Dys 和 Typ 中测试阅读理解表现。语言因素以及大脑结构调节解码和阅读之间的关联从这个项目中获得的知识将提供更好的理解。了解阅读障碍患者阅读理解技能的变化，并可能为评估和评估提供信息拟议的研究将提供一个样本。通过推进以下内容来完成进修培训目标的机会：1) 概念理解语言发展和理解，2) 高级行为和神经影像方面的技术专长方法，以及 3）如何帮助患有发展性语言障碍的儿童的翻译知识临床环境。