Why does oral fluency predict silent reading comprehension? Neurocognitive markers of implicit meter as a potential mediator

为什么口语流利程度可以预测默读理解能力？

基本信息

批准号：
10515099
负责人：
Mara E Breen
金额：
$ 44.26万
依托单位：
MOUNT HOLYOKE COLLEGE
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-08-04 至 2025-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10515099
关键词：
10 year old Academia Acoustics Address Adult Age Attention Auditory Behavior Behavior assessment Behavioral Books Caliber Child Code Cognitive Complex Comprehension Data Development Diagnosis Dyslexia Education Educational Curriculum Electroencephalography Electrophysiology (science)Ensure Event Eye Movements Faculty Felis catus Future Human Imagery Individual Differences Industry Instruction Intervention Lead Link Measures Mediating Mediator of activation protein Modeling Mydriasis Names Neurocognitive Oral Outcome Pathway interactions Play Policies Probability Process Psyche structure Publishing Pupil Reader Reading Reading Disorder Research Personnel Role Speed Stress Structure Testing Time Training Voice Work auditory processing base behavior measurement clinical practice cohort density early childhood experience foot improved indexing insight literacy meter neuromechanism phonological awareness reading comprehension relating to nervous system remediation sample fixation skills standardize measure undergraduate student visual tracking

10 year old Academia Acoustics Address Adult Age Attention Auditory Behavior Behavior assessment Behavioral Books Caliber Child Code Cognitive Complex Comprehension Data Development Diagnosis Dyslexia Education Educational Curriculum Electroencephalography Electrophysiology (science)Ensure Event Eye Movements Faculty Felis catus Future Human Imagery Individual Differences Industry Instruction Intervention Lead Link Measures Mediating Mediator of activation protein Modeling Mydriasis Names Neurocognitive Oral Outcome Pathway interactions Play Policies Probability Process Psyche structure Publishing Pupil Reader Reading Reading Disorder Research Personnel Role Speed Stress Structure Testing Time Training Voice Work auditory processing base behavior measurement clinical practice cohort density early childhood experience foot improved indexing insight literacy meter neuromechanism phonological awareness reading comprehension relating to nervous system remediation sample fixation skills standardize measure undergraduate student visual tracking

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项目摘要

PROJECT SUMMARY Oral reading fluency predicts silent reading comprehension in developing readers, but the underlying neurocognitive mechanisms of this relationship are unknown. It is critical to understand these mechanisms, as the relationship between fluency and comprehension supports the inclusion of fluency in national literacy policy; fluency instruction to improve comprehension however, cannot be optimized if the mechanistic pathway linking these faculties is unclear. Moreover, understanding the mechanistic pathway between fluency and comprehension in typical reading development can provide neurocognitive targets for remediation in struggling readers, including children diagnosed with dyslexia. Oral reading prosody, a component of oral reading fluency, has recently been shown to carry a unique portion of the fluency to comprehension relationship, that is separable from the contributions of automatic decoding. We propose that meter, a component of prosody concerning the organization of stress, plays a key role in this process. Our overarching hypothesis is that maturation of oral reading prosody coincides with maturing fluency of “inner voice” auditory imagery (i.e., implicit prosody) during silent reading, leading to improved comprehension. We predict that developing readers with improved oral reading meter will have improved implicit representation of metric structure at the neural level (Aim 1), and improved application of implicit metric structure during silent reading (Aim 2), in a manner that improves silent reading comprehension (Aim 3). We will test our hypothesis by measuring oral reading meter, neural implicit metric representation, and realization of implicit metric structure in eye movements during silent reading in children between the ages of 6 and 10 years old, a developmental epoch within which oral prosody and silent reading undergo significant maturation. We will model how the adult-likeness of implicit metric representation and realization mediate the relationship between oral reading meter and standardized measures of silent reading comprehension, covarying for automatic decoding and phonological awareness. This work will provide clear insight into the mechanisms relating oral reading fluency to silent reading comprehension, which will inform national educational policy and provide mechanistic targets for remediation training in struggling readers. Moreover, this work will provide our team of undergraduate researchers training in using human electrophysiology and behavior to interrogate the neurocognitive underpinnings of complex behavioral development, providing footing for a competitive future in academia, clinical practice, or biomedical industry.

项目摘要口头阅读流利的预测在发展读者中无声阅读理解，但基础这种关系的神经认知机制尚不清楚。理解这些机制是至关重要的流利与理解之间的关系支持流利的国家扫盲政策；但是，如果机械途径链接，则无法优化提高理解的流利性指令这些能力尚不清楚。此外，了解流利度和流利性之间的机械途径典型阅读发展中的理解性可以为挣扎的修复提供神经认知靶标读者，包括被诊断出患有阅读障碍的儿童。口头阅读韵律，口服阅读流利的组成部分，最近已显示出荧光与理解关系的独特部分，这是独立的根据自动解码的贡献。我们提出了仪表，这是有关韵律的组成部分压力的组织，在此过程中起关键作用。我们的总体假设是口头成熟阅读韵律与“内在声音”听觉图像的流利程度（即隐式韵律）相吻合无声阅读，从而提高理解。我们预测，开发口头改善的读者阅读仪表将改善神经层面的度量结构的隐式表示（AIM 1），并且在沉默阅读期间（AIM 2）改善隐式度量结构的应用，以改善静音的方式阅读理解（目标3）。我们将通过测量口服阅读表，神经隐式来检验我们的假设指标表示，并在静音阅读过程中实现眼动运动中隐式度量结构 6至10岁的孩子，一个发育时期，口腔韵和沉默阅读会经历重大成熟。我们将模拟成年人的隐式公制表示并实现介导口头阅读仪与无声阅读标准化度量之间的关系理解，共同进行自动解码和语音意识。这项工作将提供清晰的深入了解口头阅读流利与静默阅读理解的机制，这将告知国家教育政策，并为挣扎读者提供修复培训的机械目标。此外，这项工作将为我们的本科研究人员团队提供使用人类的培训电生理学和行为，以询问复杂行为的神经认知基础开发，为学术界，临床实践或生物医学行业的竞争未来提供基础。