A preschool biomarker for literacy

学前识字生物标志物

基本信息

批准号：
8293784
负责人：
NINA KRAUS
金额：
$ 36.7万
依托单位：
NORTHWESTERN UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2012
资助国家：
美国
起止时间：
2012-04-01 至 2017-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8293784
关键词：
4 year old 8 year old Acoustics Affect Age Attention Auditory Auditory Brainstem Responses Biological Biological Markers Biological Markers Brain Stem Cerebral Dominance Child Code Cognitive Communication Data Development Developmental reading disorder Disease Dyslexia Early identification Early treatment Electrodes Electrophysiology (science)Elements Employee Strikes Exhibits Failure Financial cost Future Genetic Transcription Goals Head Human Impairment Individual Instruction Intention Intervention Language Lead Learning Life Linguistics Link Literature Longitudinal Studies Machine Learning Measures Memory Modeling Nature Nervous system structure Neurologic Nursery Schools Outcome Pattern Physiological Physiological Processes Physiology Plant Roots Primary Schools Probability Process Publishing Reader Reading Reading Disorder Recording of previous events Relative (related person)Research Research Personnel Resources Risk Role Scalp structure School-Age Population Schools Sensory Sensory Process Shapes Signal Transduction Speech Speech Sound Staging Stimulus Synapses Technology Testing Time Transcription Process Work abstracting age group auditory pathway base cognitive function cohort contextual factors corticofugal fiber experience falls intervention program literacy literate neurophysiology peer phonology relating to nervous system remediation response skills social sound spelling stimulus processing

项目摘要

DESCRIPTION (provided by applicant): As many as one in ten children have the poor reading and spelling skills that comprise developmental dyslexia. It is widely accepted that there is a neurological basis; however, the nature of that basis is hotly debated. Nevertheless, one consistent view is that poor phonological processing-the ability to access and manipulate the sound units of language-is involved in dyslexia. Indeed, a majority of children with reading deficits exhibit difficulties on an array of phonological processing tasks. A growing body of research has discovered that speech-sound transcription, as measured by electrophysiology, shows striking relationships with phonological processing skills and reading ability in school-age children. As such, we have developed a suite of subcortical and cortical physiological tests that probe some of the core deficits that researchers have postulated as the root elements of poor phonological processing. We will target the subcortical processing of time-varying signals and stimulus regularities, and cortical hemispheric specialization to both fast and slow signals. In a longitudinal cohort of four- to eight-year-olds, we will model the normal neurological speech transcription process, quantify its development, and examine its relationship with the development of literacy-related skills. Our intention is that by leveraging these electrophysiological probes to a pre-reading age group, a biomarker, in preschoolers, may be found that predicts a child's eventual reading skill as he/she progresses through the primary grades. If such a biomarker is found, it would pave the way for earlier and more effectively targeted intervention. PUBLIC HEALTH RELEVANCE: As objective neurophysiological measures of literacy become available, a logical step is to apply what has been learned about subcortical and cortical physiology and their relationships with reading to young pre- readers. The outcome of the proposed work will be a deeper understanding of the biological underpinnings of literacy, particularly in pre-literate children, and a means to exploit objective biological responses as biomarkers of future literacy. This outcome will positively impact our understanding of the core deficits leading to poor reading, and has the potential to spur early intervention programs to head off the potential onset of developmental dyslexia.

描述（由申请人提供）：多达十分之一的儿童阅读和拼写能力较差，构成发展性阅读障碍。人们普遍认为这是有神经学基础的；然而，这一基础的性质引起了激烈的争论。然而，一种一致的观点是，语音处理能力差——获取和操纵语言声音单位的能力——与阅读障碍有关。事实上，大多数有阅读缺陷的儿童在一系列语音处理任务上都表现出困难。越来越多的研究发现，通过电生理学测量的语音转录与学龄儿童的语音处理技能和阅读能力有着显着的关系。因此，我们开发了一套皮层下和皮层生理测试，以探究研究人员假设的一些核心缺陷，这些缺陷是语音处理不良的根源。我们的目标是皮层下对时变信号和刺激规律的处理，以及皮层半球对快速和慢速信号的专门化。在一个由四到八岁儿童组成的纵向队列中，我们将模拟正常的神经语音转录过程，量化其发展，并检查其与读写相关技能发展的关系。我们的目的是，通过将这些电生理学探针应用于阅读前年龄组，可以在学龄前儿童中发现一种生物标记，可以预测孩子在小学阶段的最终阅读技能。如果找到这样的生物标志物，将为更早、更有效的针对性干预铺平道路。公共健康相关性：随着读写能力的客观神经生理学测量变得可用，一个合乎逻辑的步骤是将所学到的皮层下和皮层生理学及其与年轻的阅读障碍者的关系应用起来。拟议工作的结果将是更深入地了解识字的生物学基础，特别是对于识字前的儿童，以及利用客观的生物反应作为未来识字的生物标志物的方法。这一结果将积极影响我们对导致阅读不良的核心缺陷的理解，并有可能刺激早期干预计划，以阻止发展性阅读障碍的潜在发生。