Cognitive and Neural Processes in Reading Comprehension

阅读理解中的认知和神经过程

• 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
• 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

 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（由适用提供）：阅读理解不佳（RC）具有重大的公共卫生后果。美国约有25-30％的青少年在基本水平以下的表现，这一水平并不能促进成功的学术成就；但是，对于大部分人群的成功RC干预都是难以捉摸的。证据表明，有多种因素导致RC失败，但是我们尚未清楚地了解这些因素如何相互作用而不是影响RC。首先，即使我们在神经生物学上表现出语音和印刷对预测阅读中个体差异的重要性，但与RC相关的听力理解和单词识别开发（所谓的简单视图）也存在很少的神经生物学理解。其次，我们和其他人的研究越来越多地表明，执行功能（EF）与RC有关，主要是在老年读者中，因此提供了与RC理论的初始神经生物学联系，其中包括高阶推理（建筑融合）。尽管有这些发现，目前尚不清楚EF的神经认知如何影响RC的发展。因此，HD044073接下来的5年通过使用纵向设计来填补文献中的这些空白，该设计跟随二 - 5年级的儿童，首先探讨了基础问题的基础问题，即单词和理解级别处理开发的神经生物学相关性如何，模态跨度跨/5th/5th/5th级级RC RC RC RC（AIL 1）。然后，我们专注于EF在RC开发中扮演的角色（AIM 2）。这种知识可能揭示了EF在从学习到阅读（单词识别强调）到阅读到学习（RC重点）的过渡中的重要性和作用。我们的多模式神经影像学和行为度量共同使RC开发的神经认知系统具有独特的窗口，并有可能向前迈进RC理论模型，并提供有关为什么某些时间（或有时甚至开始）随着年龄的增长而努力阅读的原因。 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 towards causal brain based accounts of the powerful but poorly 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高级缺陷。最终，这项工作可以指导在更最佳的时间点开发更量身定制的治疗方法，并在四年级之前对如何识别和治疗RC定义（或风险因素/前体）提供更清晰的了解。总而言之，我们寻求对RC开发的神经生物学相关性进行精细的谷物研究，以更多地了解关键阅读阶段之间的过渡方式。总体远距离目标是在RC失败阻碍学校学习之前对待RC失败。这种工作可能具有广泛的影响和公共健康的重要性。