Cognitive and Neural Processes in Reading Comprehension

阅读理解中的认知和神经过程

基本信息

批准号：
9310062
负责人：
Laurie E Cutting
金额：
$ 61.97万
依托单位：
VANDERBILT UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2004
资助国家：
美国
起止时间：
2004-05-01 至 2020-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9310062
关键词：
Academic achievement Adolescence Adolescent Affect Area Attention Auditory Base of the Brain Behavior Behavioral Binding Brain Cereals Child Cognitive Common Core Comprehension Development Developmental Process Early Intervention Educational Assessment Failure Foundations Functional Magnetic Resonance Imaging Generations Goals Individual Individual Differences Inferior Instruction Intervention Investigation Knowledge Language Learning Left Linguistics Link Literature Maps Measurable Modality Modeling Neurobiology Neurocognitive Outcome Pattern Peripheral Play Population Prefrontal Cortex Prevention Process Psyche structure Public Health Reader Reading Research Risk Factors Role Schools Semantics Short-Term Memory Societies Speech Students System Text Theoretical model Time United States National Institutes of Health Visual Work behavior measurement behavioral study causal model comprehension deficit executive function fifth grade flexibility fourth grade indexing individualized medicine infancy insight language comprehension lexical listening comprehension literacy longitudinal design multimodality neuroimaging prevent public health relevance reading comprehension relating to nervous system skills theories third grade

项目摘要

DESCRIPTION (provided by applicant): Poor reading comprehension (RC) has significant public health consequences. About 25-30% of adolescents in the U.S. perform at a Below Basic level, a level that does not promote successful academic achievement; however, successful RC intervention for much of this population has been elusive. The evidence suggests that there are multiple factors contributing to RC failure, but we do not yet have a clear understanding how these factors interact over development to affect RC. First, there is scant neurobiological understanding of listening comprehension and word recognition development (the so called Simple View of RC) as related to RC, even though we have shown neurobiologically the importance of speech and print binding for predicting individual differences in reading. Second, research by us and others increasingly shows that executive function (EF) is related to RC, mostly in older readers, thus providing initial neurobiological links to RC theories that include higher order reasoning (Construction-Integration). Despite these findings, it is currently unknown how the neurocognitive correlates of EF influence RC development. The next 5 years of HD044073 thus proposes to fill these gaps in the literature by using a longitudinal design that follows children from 2nd-5th grades, first probing the foundational question of how the neurobiological correlates of word and comprehension-level processing development, across modalities, predicts 4th/5th grade RC outcome (Aim 1). Then, we focus on the role that EF plays across RC development (Aim 2). Such knowledge may reveal the importance and role of EF in the transition from learning-to-read (word recognition emphasis) to reading-to-learn (RC emphasis). Our multimodal neuroimaging and behavioral measures together enable a unique window into neurocognitive systems across RC development, and have the potential for moving forward RC theoretical models and providing insights into why some continue (or sometimes begin) to struggle to read as they get older. In particular, using neuroimaging to capture changes in language networks, thus mapping of the Simple View into measurable patterns of integration and changing connectivity in the brain, will allow us to move toward causal brain based accounts of the powerful but poorly understood link between spoken and written language. Understanding how these skills integrate neurobiologically over RC development (and the role of EF in guiding integration) may hold some answers about targets for early intervention and prevention, especially for older poor readers who typically have both lower and higher-level deficits. Ultimately, this line of work may guide the development of more tailored treatments at more optimal time points, and provide a clearer understanding of how to identify and treat RC deficits (or risk factors/precursors thereof) prior to 4th grade. In summary, we seek to provide a fine grained study of the neurobiological correlates of RC development to understand more about how the transition between critical reading stages happens. The overarching long range goal is to treat RC failure before it impedes school learning. Such work could have wide-ranging implications and public health importance.

描述（由申请人提供）：阅读理解能力 (RC) 不佳会对公共健康造成严重影响，大约 25-30% 的美国青少年表现低于基础水平，这一水平并不能促进成功的学业成绩；证据表明，导致 RC 失败的因素有多种，但我们尚未清楚地了解这些因素如何在发育过程中相互作用以影响 RC。与 RC 相关的听力理解和单词识别发展（所谓的 RC 简单视图）的神经生物学理解，尽管我们已经从神经生物学角度证明了语音和印刷体结合对于预测阅读中的个体差异的重要性。越来越多的研究表明，执行功能（EF）与 RC 相关，主要是在老年读者中，从而为包括高阶推理（建构-整合）在内的 RC 理论提供了初步的神经生物学联系，尽管有这些发现，但目前尚不清楚神经认知如何发生。因此，HD044073 的未来 5 年建议通过使用跟踪 2 至 5 年级儿童的纵向设计来填补文献中的这些空白，首先探讨单词和理解力的神经生物学如何关联的基本问题。跨模式的水平处理开发可预测 4 年级/5 年级 RC 的结果（目标 1）。然后，我们重点关注 EF 在 RC 开发中所扮演的角色（目标 1）。 2) 这些知识可能揭示 EF 在从学习到阅读（重点是单词识别）到从阅读到学习（重点是 RC）的转变中的重要性和作用。 RC 发展过程中的神经认知系统，并有可能推动 RC 理论模型的发展，并为为什么有些人随着年龄的增长而继续（或有时开始）阅读困难提供见解，特别是使用神经影像来捕获语言网络的变化，从而提供帮助。简单视图的映射大脑中可测量的整合模式和变化的连接性，将使我们能够对口语和书面语言之间强大但知之甚少的联系进行因果大脑的解释，了解这些技能如何在神经生物学上整合到 RC 发展中（以及 EF 的作用）。指导整合）可能对早期干预和预防的目标有一些答案，特别是对于通常有较低和较高水平缺陷的老年贫困读者而言，最终，这一工作可能会指导在更理想的时间开发更有针对性的治疗方法。点，并提供更清晰的理解如何在四年级之前识别和治疗 RC 缺陷（或其危险因素/前兆）总之，我们寻求对 RC 发展的神经生物学相关性进行细粒度研究，以更多地了解批判性阅读阶段之间的过渡是如何发生的。总体长期目标是在 RC 失败妨碍学校学习之前对其进行治疗，此类工作可能会产生广泛的影响并具有公共卫生重要性。