An fMRI Study on the Neural Basis of Combined Math and Reading Disability

数学和阅读障碍联合神经基础的功能磁共振成像研究

基本信息

批准号：
9278238
负责人：
Guinevere F. Eden
金额：
$ 67.28万
依托单位：
GEORGETOWN UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2015
资助国家：
美国
起止时间：
2015-07-01 至 2020-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9278238
关键词：
11 year old Address Adult Anatomy Area Arithmetic Attention Base of the Brain Behavioral Bilateral Brain Brain imaging Brain region Child Cognition Comorbidity Data Development Dimensions Disabled Children Disabled Persons Dissociation Etiology Evaluation Functional Magnetic Resonance Imaging Heart Individual Inferior Intervention Investigation Knowledge Language Learning Learning Disabilities Left Light Magnetic Resonance Imaging Mathematics Measures Mediating Mediation Meta-Analysis Modeling National Institute of Child Health and Human Development Nature Neurobiology Neuropsychology Outcome Parietal Parietal Lobe Performance Play Procedures Process Readiness Reading Reading Disabilities Research Research Personnel Rest Retrieval Role Sampling Severities Signal Transduction Standardization Students Suggestion Techniques Temporal Lobe Testing Time Work base behavior measurement disability experience follow-up frontal lobe imaging modality imaging study improved insight mathematical learning mathematics disability neural correlate operation phonological awareness phonology public health relevance relating to nervous system remediation skills success theories tutoring

项目摘要

DESCRIPTION (provided by applicant): Math disability (MD) and reading disability (RD) have a significant negative impact at the individual and societal levels. Co-existence of the two (MD+RD) is an even greater challenge and presents an urgent problem for researchers and practitioners to address. The neural correlates of successful math and reading interventions in children with comorbid MD+RD are unknown, yet this knowledge would provide important insights into MD+RD and its remediation. We will investigate reading- and math-specific intervention-induced brain changes and test the hypothesis that reading and retrieval-based arithmetic, because verbally mediated, are both strengthened through reading intervention. Using functional magnetic resonance imaging (fMRI) methods employed in our prior studies, we propose to examine brain areas that subserve (i) reading, (ii) verbally mediated, retrieval- based arithmetic (addition of small numbers), and (iii) procedural-based arithmetic (subtraction). Forty-eight children with MD+RD will be studied prior to and following two periods of intensive tutoring: math followed by reading intervention, or vice versa. Following each intervention, we will examine reading and math performance via neuropsychological measures and brain-based changes (activity during reading and retrieval- based/procedural-based math tasks, resting state connectivity, and brain anatomy). Our first Aim is to test whether reading intervention brings about gains not only in reading (concomitant with left hemisphere increases in brain activity during reading), but also in math performance, and that these reading-intervention- induced changes in math also elicit increases during retrieval-based arithmetic in the same left hemisphere regions subserved by language. We also expect that math intervention results in gains on standardized and experimental measures of math along with increased brain activity, this time in right hemisphere parietal cortex during procedural-based arithmetic. As such, we will test the role of language mediation in the remediation of MD+RD by manipulating both the type of intervention and the fMRI tasks. We will employ analysis techniques that will allow us to assess brain-behavioral and brain-brain relationships prior to and following interventions. In our second Aim, we will test whether brain activity during reading and math tasks prior to the interventions predicts the improvements in reading and math skills, with the hypothesis that left inferior parietal cortex plays a critical role in signaling a verbally mediated "readiness" to maximally benefit from either intervention. In a third Aim, we will pool the fMRI data on tasks prior to the intervention with the same type of data previously acquired in children with RD and controls. In this sample of 120, we will examine relationships between neuropsychological measures of reading, phonological, and math skills, with brain activity during reading and math. This will allow us to test relationships described above between math, language, and brain function using a wider continuum. Together, these aims directly fit FOA PA-12-248 by addressing math learning, math disabilities, language influence on math, and intervention-induced neurobiological plasticity.

描述（由申请人提供）：数学障碍（MD）和阅读障碍（RD）对个人和社会层面都有显着的负面影响，两者（MD+RD）的共存是一个更大的挑战，并且提出了紧迫的要求。研究人员和从业者需要解决的问题是，对患有 MD+RD 的儿童进行成功的数学和阅读干预的神经相关性尚不清楚，但这一知识将为 MD+RD 及其治疗提供重要的见解。特定干预诱导大脑的变化并检验了这样的假设：基于语言的阅读和检索式算术都可以通过阅读干预得到加强，我们建议使用我们之前研究中使用的功能性磁共振成像（fMRI）方法来检查有助于（i）的大脑区域。 ) 阅读，(ii) 以语言为媒介的基于检索的算术（小数加法），以及 (iii) 基于程序的算术（减法）。 48 名患有 MD+RD 的儿童将接受这种算术。在两次强化辅导之前和之后进行学习：数学之后进行阅读干预，或者反之亦然。每次干预之后，我们将通过神经心理学测量和基于大脑的变化（基于阅读和检索/程序的活动）来检查阅读和数学表现。我们的第一个目标是测试阅读干预是否不仅能提高阅读能力（伴随着阅读过程中左半球大脑活动的增加），还能提高数学表现和能力。那些阅读干预引起的数学变化也会引起受语言促进的相同左半球区域基于检索的算术的增加，我们还预计数学干预会导致数学标准化和实验测量的增加，同时大脑活动也会增加。因此，我们将通过操纵干预类型和功能磁共振成像任务来测试语言调解在 MD+RD 补救中的作用。分析技术将使我们能够评估干预之前和之后的大脑行为和脑脑关系在我们的第二个目标中，我们将测试干预之前阅读和数学任务期间的大脑活动是否可以预测阅读和数学技能的提高。，假设左下顶叶皮层在发出语言介导的“准备好”信号以最大程度地从任一干预措施中受益方面发挥着关键作用。在第三个目标中，我们将在使用相同类型的干预措施之前汇集有关任务的功能磁共振成像数据。先前在儿童中获得的数据在这个 120 个样本中，我们将检查阅读、语音和数学技能的神经心理学测量与阅读和数学期间的大脑活动之间的关系，这将使我们能够测试上述数学、语言和数学之间的关系。总之，这些目标通过解决数学学习、数学障碍、语言对数学的影响以及干预引起的神经生物学可塑性，直接符合 FOA PA-12-248。