Adolescent Literacy: Classification, Mechanism, Outcome

青少年识字：分类、机制、结果

• 批准号: 7218061
• 负责人: BENNETT A SHAYWITZ
• 金额: $ 74.15万
• 依托单位: YALE UNIVERSITY
• 依托单位国家: 美国
• 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
• 来源: https://reporter.nih.gov/project-details/7218061
• 关键词: Achievement; Address; Adolescence; Adolescent; Affect; Age; Arts; Behavioral; Brain; Brain imaging; Child; Childhood; Classification; Cognitive; Data; Depth; Development; Diffusion Magnetic Resonance Imaging; Financial compensation; Functional Magnetic Resonance Imaging; Goals; Image; Imaging technology; Impairment; Intervention; Intervention Studies; Knowledge; Longitudinal Studies; Measures; Methodology; Nature; Neurobiology; Outcome; Outcome Measure; Pathway interactions; Play; Population; Population Heterogeneity; Prevention; Prevention approach; Process; Reader; Reading; Reading Disabilities; Research; Research Design; Research Personnel; Resources; Role; Sampling; School-Age Population; Structure; Subgroup; System; Time; Work; base; brain behavior; design; literacy; member; morphometry; neurobiological mechanism; prospective; relating to nervous system; remediation; response; skills; social; tool

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）：对此RFA的响应，我们建议专注于发现青少年素养的认知，行为和神经生物学机制，可以促进对青少年阅读困难的识别，预防和修复。我们的方法是扩展我们以前的工作以及我们小组在分类，神经生物学和纵向研究方面的承认优势，以解决此RFA的两个总体问题：1。什么是青少年挣扎的读者的特征？和2。影响扫盲的因素如何随着时间而变化？我们的研究策略采用了大量人群的前瞻性纵向研究设计，以良好的形式为年轻的学龄儿童，我们建议他们作为青少年进行评估。成就和处理变量表征了凭经验衍生的阅读障碍亚型（RD）；最新的功能和结构性脑成像方法与评估对干预的神经反应的评估集成在一起；和多个领域的结果衡量。我们设想这个项目是对更强调干预研究的青少年扫盲网络的其他成员的关键资源。对亚型的深入了解，随着时间的推移的稳定性，对干预的神经生物学反应以及结果的决定因素应在更好的理解，解释以及更精确的靶向干预措施中对青少年苦苦挣扎的特定亚组和对年轻陷入困境的读者的预防方法的特定亚组发挥作用。本研究中使用的表征变量的利用和应用将允许网络中的研究人员探测群体和类型的相互作用，并更准确地确定特定治疗方法的功效，并匹配特定的特定陷入困境的青少年读者。样本，度量和纵向框架使我们能够解决三个相互关联的特定目的：1）识别和确定青少年RD的亚组和亚型的时间稳定性； 2）表征群体和青少年苦苦挣扎的读者的脑行为关系，大脑机制的基础，补偿和持久性以及对RD青少年干预的反应； 3）确定儿童路青春期和后来的青春期结果的结局的性质和决定因素。