A Comparison of the Neuro-developmental Basis of Reading in Two Writing Systems

两种书写系统中阅读的神经发育基础的比较

基本信息

批准号：
7467609
负责人：
Guinevere F. Eden
金额：
$ 63.79万
依托单位：
GEORGETOWN UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2008
资助国家：
美国
起止时间：
2008-08-15 至 2013-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7467609
关键词：
Address Adult Age American Anatomy Area Awareness Behavior Behavioral Behavioral Research Bilateral Brain Child China Chinese American Chinese People Cognitive Country Data Development Dorsal Fingers Functional Magnetic Resonance Imaging Fusiform gyrus Goals Growth Inferior Inferior frontal gyrus Investigation Knowledge Left Longitudinal Studies Measures Methods Middle frontal gyrus structure Modeling Motion Perception Motor Motor Skills Movement Names Nature Neuroanatomy Neurons Orthography Outcome Parietal Parietal Lobe Performance Physiological Play Predictive Value Process Public Health Reader Reading Reading Disorder Reliance Reporting Research Role Sensory Shapes Short-Term Memory Signal Transduction Social Development Staging Stimulus Superior temporal gyrus System Testing Time Visual Cortex Visual Motion Word Processing Work Writing base behavior measurement comparison group design extrastriate extrastriate visual cortex frontal lobe indexing insight interest neuroimaging novel phonology psychoeducational relating to nervous system response semantic processing sensorimotor system skills tool trait visual motor

项目摘要

DESCRIPTION (provided by applicant): Although successful reading is critical to the educational and social development of children, few studies have explored the neural representation of reading and its constituent cognitive and sensory skills during the early stages of development. We propose a 3-year longitudinal study using fMRI in conjunction with a battery of psychoeducational assessments to investigate the functional neuroanatomy of reading acquisition in typically developing monolingual English speakers from the 1st to 2nd and on to the 3rd grade. In readers of English we predict left fusiform, superior temporal, and inferior frontal gyri activity to be modulated by age. In addition, we will make direct comparisons between these English speakers and monolingual Mandarin Chinese speakers in mainland China at these three time points, to examine the effects of orthography on the brain areas involved in reading acquisition. As alphabetic and logographic writing systems place different demands on phonological, orthographic, morphological and semantic processes, such comparisons will allow us to identify the neural basis of reading that is universal, as well as brain activity specific to each writing system. Adult data suggest that Chinese character processing makes greater demands on bilateral fusiform and left middle frontal gyri, but does not engage left superior temporal gyrus as is typically reported in English speakers. To test for these differences, comparable experimental approaches will be employed in both countries to assess a variety of reading-related behaviors and brain activity subserving these skills. Neural correlates of reading growth will be assessed using tasks that involve word reading and sensorimotor skills. Task-related activity measured during these paradigms will be evaluated using within- and between-group analyses to evaluate the effect of development and orthography, respectively, as well as their interactions. Correlations between task-related activity and performance on behavioral measures, particularly word recognition and rapid naming, will further help delineate the neural correlates of skills that support reading in these different writing systems. The result will provide normative data by which to compare disordered reading. PUBLIC HEALTH RELEVANCE This work will provide novel insight into the neural correlates of normal reading development in different writing systems, as these are essential to the investigation of disorders of reading development.

描述（由申请人提供）：虽然成功的阅读对于儿童的教育和社会发展至关重要，但很少有研究探索阅读的神经表征及其在发展早期阶段的认知和感觉技能。我们提出一项为期 3 年的纵向研究，使用功能磁共振成像结合一系列心理教育评估来研究一年级至二年级直至三年级的单语英语使用者的阅读习得的功能神经解剖学。在英语读者中，我们预测左侧梭状回、颞上回和额下回的活动会受到年龄的调节。此外，我们还将在这三个时间点对这些英语使用者和中国大陆的单语普通话使用者进行直接比较，以检查拼写对涉及阅读习得的大脑区域的影响。由于字母和语标书写系统对语音、拼写、形态和语义过程提出了不同的要求，这种比较将使我们能够确定通用阅读的神经基础，以及每个书写系统特有的大脑活动。成人数据表明，汉字处理对双侧梭状回和左侧额中回有更高的要求，但不会像英语使用者中通常报道的那样涉及左侧颞上回。为了测试这些差异，两国将采用类似的实验方法来评估各种与阅读相关的行为和有助于这些技能的大脑活动。将使用涉及文字阅读和感觉运动技能的任务来评估阅读成长的神经相关性。在这些范式中测量的与任务相关的活动将使用组内和组间分析来评估，以分别评估发展和拼写的效果以及它们的相互作用。任务相关活动和行为测量表现之间的相关性，特别是单词识别和快速命名，将进一步有助于描述支持这些不同书写系统中阅读的技能的神经关联。结果将提供用于比较无序阅读的规范数据。公共卫生相关性这项工作将为不同书写系统中正常阅读发展的神经相关性提供新的见解，因为这些对于阅读发展障碍的研究至关重要。