Experiential and child factors that determine acquisition of orthographic-phonological regularities in a quasi-regular writing system: An integrated behavioral/computational/neurobiological approach

决定准规则书写系统中拼写语音规则习得的经验因素和儿童因素：综合行为/计算/神经生物学方法

• 批准号: 10397917
• 负责人: Donald L Compton
• 金额: $ 20万
• 依托单位: FLORIDA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-01-01 至 2021-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10397917
• 关键词: Academic achievement; Address; Adopted; Affect; Area; Behavioral; Child; Cognitive; Complex; Computer Models; Development; Diagnosis; Disabled Children; Educational Curriculum; Educational Intervention; Educational Models; Employment; Endogenous Factors; Etiology; Foundations; Generations; Goals; Health; Individual; Individual Differences; Institution; Instruction; Intervention; Knowledge; Learning; Learning Disabilities; Measures; Methods; Motivation; National Institute of Child Health and Human Development; Neurobiology; Neurocognitive; Orthography; Performance; Populations at Risk; Prevention; Process; Public Health; Quality of life; Reading; Reading Disabilities; Research; Research Personnel; Role; System; Talents; Work; Writing; base; cognitive skill; computer framework; experience; frontier; improved; innovation; next generation; novel; phonology; reading difficulties; remediation; social relationships; theories

Project Summary This P20 proposal responds to the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) invitation for LD Innovation Hubs, FOA (RFA-HD-17-003). This LD Hub specifically addresses the P20 FOA (RFA-HD-17-003) by addressing issues of etiology, manifestation, prevention, and remediation of RD and by explicitly responding to the FOA target area 3, “historically challenging, yet established, research topics involving populations at risk for or diagnosed with one or more LDs [in our case RD] where progress has been limited despite high public health need.” The overarching goal of this LD Hub project is to lay the foundation for a generation of research that situates educational practices (e.g., diagnosis, curriculum, instruction, & intervention) in a novel computational theory of individual development informed by state of the art computational modeling and neurobiological measures of development and learning, and conversely, that aligns these theories more closely with the challenges confronting educators of both typically developing (TD) children and more specifically children with reading disability (RD). The primary motivation for our Hub is the realization that the next frontier of scientific work in the field of RD must increase the understanding and integration of the neurobiological and cognitive underpinnings of word reading performance across the early elementary grade span with emphasis on factors that explain individual differences, elucidate the complex relationship between experience and an array of cognitive skills that represent RD, and inform effective instruction and remediation. The long-term goal of this LD Hub is to develop the next generation of scientifically informed word-reading interventions required to ameliorate the significant word reading deficits of RD children with the most intractable learning difficulties (i.e., nonresponders to effective instruction). Within this scientific framework computational modeling approaches serve a critical connective role in bridging educational and neurobiological advances. Our Hub therefore adopts an integrated approach to better understand the neurocognitive bases of individual differences in word reading development in an opaque and quasi-regular writing system, English. Specifically, our Hub brings together a diverse and talented group of researchers, mentees, and institutions to examine the experiential (exogenous) and child-specific (endogenous) factors that determine acquisition of orthographic-phonological (O-P) knowledge at different subword granularities using behavioral, computational modeling, and neurobiological methods. Findings will enrich understanding of the processes that influence individual differences in word reading development in TD and RD children and significantly inform the development of effective curriculums for children who struggle to learn to read.

项目概要 这项 P20 提案是对尤尼斯·肯尼迪·施赖弗国家儿童健康与人类研究所的回应 LD 创新中心的开发 (NICHD) 邀请，FOA (RFA-HD-17-003)。 通过解决病因、表现、 RD 的预防和补救，并明确响应 FOA 目标领域 3，“历史上 具有挑战性但已确定的研究主题，涉及有患一种或多种疾病风险或被诊断患有一种或多种疾病的人群 尽管公共卫生需求很高，但 LD（在我们的案例中是 RD）进展有限。” LD Hub 项目的目标是为一代针对教育的研究奠定基础 新颖的计算理论中的实践（例如诊断、课程、指导和干预） 通过最先进的计算模型和神经生物学测量来了解个人发展 发展和学习，相反，这使这些理论与挑战更加紧密地结合起来 面对典型发育（TD）儿童和更具体的儿童的教育者 我们中心的主要动机是认识到阅读障碍的下一个前沿。 研发领域的科学工作必须增加对神经生物学的理解和整合 以及小学早期单词阅读表现的认知基础 强调解释个体差异的因素，阐明之间的复杂关系 代表 RD 的经验和一系列认知技能，并为有效的指导和指导提供信息 该 LD 中心的长期目标是开发下一代科学知识。 需要进行单词阅读干预来改善 RD 儿童的严重单词阅读缺陷 最棘手的学习困难（即对有效教学无反应）。 框架计算建模方法在桥梁教育和 因此，我们的中心采用综合方法来更好地了解神经生物学的进展。 不透明和准规则的单词阅读发展个体差异的神经认知基础 具体来说，我们的中心汇集了多元化且才华横溢的研究人员， 受训者和机构检查经验（外源）和儿童特定（内源）因素 决定不同子词粒度的拼写-音系（O-P）知识的获取 使用行为、计算模型和神经生物学方法的发现将丰富我们的研究成果。 了解影响 TD 单词阅读发展个体差异的过程 和 RD 儿童，并为以下儿童制定有效的课程提供重要信息： 努力学习阅读。