Adolescent Literacy: Classification, Mechanism, Outcome

青少年识字：分类、机制、结果

基本信息

批准号：
7058362
负责人：
BENNETT A SHAYWITZ
金额：
$ 76.54万
依托单位：
YALE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2004
资助国家：
美国
起止时间：
2004-07-19 至 2009-04-30
项目状态：
已结题

项目摘要

DESCRIPTION (provided by applicant): Responsive to this RFA, we propose to focus on the discovery of cognitive, behavioral, and neurobiological mechanisms underlying adolescent literacy that can facilitate identification, prevention and remediation of adolescent reading difficulties. Our approach is to extend our previous work and our group's acknowledged strengths in classification, neurobiological, and longitudinal studies of literacy to address the two overarching questions of this RFA: 1. What characterizes adolescent struggling readers? and 2. How do factors affecting literacy change over time? Our research strategy uses a prospective longitudinal study design of a large population, well characterized as young school-age children and whom we propose to assess as adolescents; achievement and processing variables characterizing empirically-derived subtypes of reading disability (RD); state-of-the-art functional and structural brain imaging methodologies integrated with assessment of neural response to an intervention; and measures of outcome in multiple domains. We envision this project serving as a pivotal resource to other members of the adolescent literacy network who are more emphasizing intervention studies. In-depth knowledge of the subtypes, their stability over time, neurobiological response to intervention, and determinants of outcome should play a critical role in better understanding, interpreting, and more precisely targeting interventions for specific subgroups of adolescent struggling readers and developing prevention approaches for subgroups of younger struggling readers. Utilization and application of the characterization variables used in this study will allow investigators in the network to probe group- and type-by-treatment interactions and to more precisely determine the efficacy of, and match specific treatments to, specific groups of struggling adolescent readers. The sample, measures and longitudinal framework allow us to address three inter-related specific aims: 1) To identify and determine the temporal stability of subgroups and subtypes of adolescent RD; 2) To characterize brain-behavior relationships in groups and types of adolescent struggling readers, brain mechanisms underlying skill, compensation and persistence, and response to intervention in adolescents with RD; and 3) To determine the nature and determinants of outcome in adolescence of childhood RD and the later outcome of adolescent RD.

描述（由申请人提供）：针对本 RFA，我们建议重点关注青少年识字背后的认知、行为和神经生物学机制的发现，这些机制可以促进青少年阅读困难的识别、预防和补救。我们的方法是扩展我们之前的工作以及我们小组在读写能力分类、神经生物学和纵向研究方面公认的优势，以解决本次 RFA 的两个首要问题： 1. 青少年阅读困难的特点是什么？ 2. 影响识字率的因素如何随时间变化？我们的研究策略采用了针对大量人群的前瞻性纵向研究设计，这些人群被明确描述为学龄儿童，我们建议对其进行青少年评估；表征经验衍生的阅读障碍亚型（RD）的成就和处理变量；最先进的功能和结构脑成像方法与对干预的神经反应评估相结合；以及多个领域的成果衡量标准。我们设想该项目成为青少年扫盲网络中更强调干预研究的其他成员的关键资源。对亚型、其随时间的稳定性、对干预的神经生物学反应以及结果的决定因素的深入了解，应该在更好地理解、解释和更准确地针对青少年阅读困难的特定亚群的干预措施以及制定预防方法方面发挥关键作用。年轻的苦苦挣扎的读者的子群体。本研究中使用的特征变量的利用和应用将使网络中的研究人员能够探索不同群体和类型之间的治疗相互作用，并更准确地确定特定群体的治疗效果，并将特定的治疗方法与特定的陷入困境的青少年读者群体相匹配。样本、测量和纵向框架使我们能够实现三个相互关联的具体目标：1）识别和确定青少年 RD 亚组和亚型的时间稳定性； 2) 描述青少年阅读困难群体和类型的大脑行为关系，潜在技能、补偿和坚持的大脑机制，以及对阅读障碍青少年干预的反应； 3) 确定青春期儿童 RD 的性质和结果的决定因素以及青少年 RD 的后期结果。