Development of automatic orthographic processing skills: ERPs and behavior

自动正字处理技能的发展：ERP 和行为

• 批准号: 7305849
• 负责人: Donna J Coch
• 金额: $ 8万
• 依托单位: DARTMOUTH COLLEGE
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-07-06 至 2009-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7305849
• 关键词: 11 year old; 7 year old; Address; Adult; Behavior; Behavioral; Brain; Child; Development; Education; Educational Assessment; Educational process of instructing; Event-Related Potentials; Frequencies; Goals; Institutes; Knowledge; Lead; Learning; Masks; Measures; Methods; Nature; Numbers; Orthography; Outcome; Pattern; Process; Property; Reader; Reading; Reading Disabilities; Research; Risk; Schools; Score; Staging; Stimulus; Teaching Method; Testing; Time; Visual; Word Processing; base; behavior test; brain behavior; college; elementary school; indexing; relating to nervous system; science education; skills; statistics; university student

DESCRIPTION (provided by applicant): The broad, long-term objective of the proposed research is to increase fundamental knowledge about the nature and development of orthographic processing in reading at both the behavioral and neural levels. The development of automatic orthographic processing skills is critical to the development of fluency in reading and orthographic deficits can underlie reading disabilities, yet little is known about the normal development of these skills. The specific aim of the proposed research is to investigate various indices of automatic orthographic processing across the elementary school years and into college in order to explore correlations among disparate indices with a converging evidence approach. To investigate how words come to be processed automatically as special orthographic entities, event-related potentials (ERPs) will be recorded to high frequency words, pseudowords, nonwords, and control stimuli in a masking paradigm based on the classic Reicher-Wheeler paradigm in groups of 7-year-old beginning readers, 11-year-old theoretically newly fluent readers, and fluently reading college students. Accuracy on the masking task, amplitude of the N200 and N400 ERP components, and scores on standardized reading tests will be analyzed for evidence of developing automaticity in orthographic processing. Findings will speak to the possibility of using multiple indices to measure the development of automaticity in orthographic processing and to the developmental time course of specialized orthographic processing for words. Exploring measures of orthographic processing will lead to a better understanding of the development of orthographic skills, which in turn may lead to better methods for teaching and learning these skills and remediating these skills in children with orthographic deficits leading to reading disability. National statistics reveal that less than one-third of both fourth and eighth graders are reading at a proficient level (U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress, 2005 Reading Assessment). Research also shows that poor readers are at risk for a number of negative outcomes and that poor orthographic skills can underlie poor reading, but little is known about the typical development of these skills, particularly in terms of the brain. This study investigates specific orthographic skills in terms of both brain and behavior, with the goal of augmenting our understanding of orthographic development in ways that may eventually lead to better teaching and learning - and better reading in our schoolchildren.

描述（由申请人提供）：拟议的研究的广泛，长期目标是增加有关行为和神经水平阅读中正交处理的性质和发展的基本知识。自动拼字处理能力的发展对于阅读和拼字法缺陷的流利性发展至关重要，这可能是阅读障碍的基础，但对这些技能的正常发展知之甚少。拟议研究的具体目的是调查整个小学期间并进入大学的各种自动拼字处理的指标，以探索与融合的证据方法之间不同指数之间的相关性。为了调查如何自动处理作为特殊拼字法实体，与事件相关的电位（ERP）将记录为频率单词，伪造，非单词和控制刺激，以掩盖范式的范式，基于经典的帝国主义者 - 轮毂范围的经典旋转器范式，在11岁的初学者，11岁的年轻人，有11年历史的新教学的学生和流感的读者和流感的读者和流感的读者和流感的读者中。将分析掩盖任务，N200和N400 ERP组件的振幅以及标准化阅读测试的评分的准确性，以便在拼字处理中发展自动化的证据。调查结果将说明使用多个索引来衡量拼字处理过程中自动化的发展以及单词专门的拼字化处理的发展时间过程。探索拼字法处理的措施将使对拼字法的发展有更好的了解，这反过来又可能会为教学和学习这些技能提供更好的方法，并在具有拼字法缺陷的儿童中纠正这些技能，从而导致阅读障碍。国家统计数据表明，不到四分之一的四年级和八年级学生正在熟练地阅读（美国教育科学研究所，国家教育统计中心，全国教育进步评估，2005年阅读评估评估）。研究还表明，较差的读者面临许多负面结果的风险，并且差异能力差可以是阅读差的差，但对这些技能的典型发展知之甚少，尤其是在大脑方面。这项研究在大脑和行为方面都研究了特定的拼写技能，目的是通过最终导致更好的教学和学习的方式来增强我们对拼字传播的理解，并在我们的学童中更好地阅读。