ADOLESCENT LITERACY: CLASSIFICATION, MECHANISM, OUTCOME

青少年读写能力：分类、机制、结果

基本信息

批准号：
7955639
负责人：
BENNETT A SHAYWITZ
金额：
$ 1.36万
依托单位：
UNIVERSITY OF CALIFORNIA LOS ANGELES
依托单位国家：
美国
项目类别：
财政年份：
2009
资助国家：
美国
起止时间：
2009-08-01 至 2010-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7955639
关键词：
13 year old Adolescent Age Anterior Area Behavior Brain Child Classification Computer Retrieval of Information on Scientific Projects Database Data Development Disabled Children Disabled Persons Dissociation Dorsal Functional Magnetic Resonance Imaging Funding Goals Grant Institution Investigation Knowledge Lead Learning Modeling Names Outcome Pattern Reader Reading Reading Disabilities Relative (related person)Research Research Personnel Resources Site Source System United States National Institutes of Health behavior measurement computational anatomy effective intervention indexing literacy neural circuit relating to nervous system response skills standard measure

13 year old Adolescent Age Anterior Area Behavior Brain Child Classification Computer Retrieval of Information on Scientific Projects Database Data Development Disabled Children Disabled Persons Dissociation Dorsal Functional Magnetic Resonance Imaging Funding Goals Grant Institution Investigation Knowledge Lead Learning Modeling Names Outcome Pattern Reader Reading Reading Disabilities Relative (related person)Research Research Personnel Resources Site Source System United States National Institutes of Health behavior measurement computational anatomy effective intervention indexing literacy neural circuit relating to nervous system response skills standard measure

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项目摘要

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 examine 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 should 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.

该副本是利用众多研究子项目之一由NIH/NCRR资助的中心赠款提供的资源。子弹和调查员（PI）可能已经从其他NIH来源获得了主要资金，因此可以在其他清晰的条目中代表。列出的机构是对于中心，这不一定是调查员的机构。基于我们和其他人对阅读神经电路了解的知识，该项目的目标是使用发展性纵向框架和fMRI来检查神经电路，以进行非障碍（NI）和阅读障碍（RD）儿童的熟练阅读。许多调查线的良好证据现在表明，至少有三个主要的神经系统，有读数，一个前系统和两个后电路。一个更腹侧，另一个位于背面。我们的横截面数据表明，枕形（腹侧）区域似乎与熟练的阅读有关。随着年龄的增长（和技能），优秀的读者在这个枕骨临时位点显示单词识别期间的大脑激活相对合并。相比之下，较差的读者表明，响应同一任务的几个神经区域的大脑激活相对解离。我们建议使用一个发展的纵向框架检查NI和RD读者的阅读神经回路，从7.5岁开始，并持续到13岁。我们的目标是在不同年龄的不同年龄和不同年龄的读者和不同年龄的读者中确定不同神经系统（前，背侧和腹侧）之间以及在各种技能水平的读者中确定不同神经系统之间和之间的关系的神经回路的发展，以确定早期大脑激活模式和行为，这些模式和行为是为了确定较晚的神经状况和鉴定的神经状况的发展，以确定神经的识别范围和识别的模式。阅读障碍的亚型：主要语音缺陷的儿童以及具有语音和快速命名（速率）缺陷的儿童。除准确性和其他标准阅读量度外，我们还试图确定神经生物学指数与流利性和自动化的行为度量之间的关系。从这项研究中获得的知识应导致对熟练阅读的发展过程的更精确理解，并具有检测阅读障碍的早期迹象，以较早进行干预并制定更有针对性和有效的干预措施。