YALE CENTER FOR THE: LEARNING & ATTENTION

耶鲁大学学习中心

• 批准号: 7724302
• 负责人: BENNETT A SHAYWITZ
• 金额: $ 0.52万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-01 至 2009-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7724302
• 关键词: Age; Anterior; Area; Attention; Behavior; Brain; Child; Computer Retrieval of Information on Scientific Projects Database; Data; Development; Disabled Children; Disabled Persons; Dissociation; Dorsal; Functional Magnetic Resonance Imaging; Funding; Goals; Grant; Institution; Intervention; Investigation; Knowledge; Lead; Learning; Measures; Names; Numbers; Pattern; Rate; Reader; Reading; Reading Disabilities; Relative (related person); Research; Research Personnel; Resources; Site; Source; Standards of Weights and Measures; System; United States National Institutes of Health; behavior measurement; indexing; neural circuit; relating to nervous system; response; skills

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. Building on what we and others have learned about the neural circuitry for reading, the goal of this Project is to use a developmental longitudinal framework and fMRI to examine the neural circuitry for skilled reading in non-impaired (NI) and in reading disabled (RD) children. Good evidence from a number of lines of investigation now indicates that there are at least three major neural systems serving reading, an anterior system and two posterior circuits; one which is more ventral and another, located more dorsally. Our cross-sectional data suggest that the occipito-temporal (ventral) area appears to be related to skilled reading. With increasing age (and skill), good readers show relative consolidation of brain activation during word identification at this occipito-temporal site; in contrast, poor readers demonstrate relative dissociation of brain activations across several neural areas in response to the same task. We propose to use a developmental longitudinal framework to examin e the neural circuitry for reading in NI and RD readers beginning at age 7.5 years and continuing through age 13 years. Our objectives are to characterize the development of the neural circuitry for reading in good and in poor readers, to determine the relationship between and among the different neural systems (anterior, dorsal and ventral) at different ages and in readers of varying levels of skills, to determine the early brain activation patterns and behaviors that presages the later development of patterns of relative consolidation of neural sites for word identification, and to determine neurobiologic correlates of subtypes of reading disability: children with primarily phonologic deficits and children with both phonologic and rapid naming (rate) deficits. We further seek to determine the relationship between neurobiologic indices and behavioral measures of fluency and automaticity, in addition to accuracy and other standard measures of reading. Knowledge gained from this study s hould lead to more precise understanding of the developmental course of skilled reading and with it, the potential to detect the early indications of a reading disability, to intervene earlier and to develop more targeted and effective interventions.

该子项目是利用该技术的众多研究子项目之一 资源由 NIH/NCRR 资助的中心拨款提供。子项目和 研究者 (PI) 可能已从 NIH 的另一个来源获得主要资金， 因此可以在其他 CRISP 条目中表示。列出的机构是 中心，不一定是研究者的机构。 基于我们和其他人对阅读神经回路的了解，该项目的目标是使用发育纵向框架和功能磁共振成像来检查非障碍 (NI) 和阅读障碍 (RD) 熟练阅读的神经回路） 孩子们。来自一系列研究的有力证据表明，至少有三个主要的神经系统服务于阅读，一个前系统和两个后回路；一个位于腹侧，另一个位于背侧。我们的横截面数据表明枕颞（腹侧）区域似乎与熟练阅读有关。随着年龄（和技能）的增加，优秀的阅读者在单词识别过程中，枕颞区的大脑活动表现出相对巩固；相比之下，阅读能力差的人在应对同一任务时表现出多个神经区域的大脑激活相对分离。我们建议使用发育纵向框架来检查 NI 和 RD 读者从 7.5 岁开始一直持续到 13 岁的阅读神经回路。我们的目标是描述阅读能力强和阅读能力差的神经回路的发育特征，确定不同年龄和不同技能水平的读者的不同神经系统（前侧、背侧和腹侧）之间的关系，确定早期大脑激活模式和行为，这些模式和行为预示着单词识别神经部位相对巩固模式的后期发展，并确定阅读障碍亚型的神经生物学相关性：主要语音缺陷的儿童和同时存在语音缺陷和语音障碍的儿童。快速命名（速率）缺陷。除了准确性和其他标准阅读测量之外，我们还进一步寻求确定神经生物学指标与流畅性和自动化行为测量之间的关系。从这项研究中获得的知识将有助于更准确地理解熟练阅读的发展过程，并有可能发现阅读障碍的早期迹象，及早进行干预并制定更有针对性和更有效的干预措施。