The Connecticut Longitudinal Study in the Fourth Decade

第四个十年的康涅狄格州纵向研究

• 批准号: 7407759
• 负责人: SALLY E SHAYWITZ
• 金额: $ 49.06万
• 依托单位: YALE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-05-20 至 2010-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7407759
• 关键词: Address; Adult; Age; Arts; Basic Science; Behavioral; Biological; Biological Assay; Brain; Brain imaging; Cereals; Child; Childhood; Classification; Cognitive; Comprehension; Connecticut; Data; Data Set; Development; Diffusion; Diffusion Magnetic Resonance Imaging; Disadvantaged; Early Diagnosis; Elements; Emotional; Epidemiologic Studies; Exhibits; Family; Functional Magnetic Resonance Imaging; Image; Impairment; Individual; Individual Differences; Intervention; Investigation; Knowledge; Language; Life; Linguistics; Link; Literature; Longitudinal Studies; Magnetic Resonance Imaging; Measures; Modality; Modeling; Monitor; Neurobiology; Neurologic; Outcome; Outcome Measure; Participant; Physician Data Query; Population; Prevalence; Principal Investigator; Progress Reports; Quality of life; Range; Rate; Reader; Reading; Reading Disabilities; Recording of previous events; Recruitment Activity; Reporting; Resources; Risk Factors; Sampling; Schools; Score; Semantics; Single-Parent Family; Structure; Student Dropouts; Study Subject; Subgroup; Surveys; Time; Vocabulary; Work; base; brain behavior; cohort; design; experience; high school; improved; labor force participation; literacy; morphometry; programs; prospective; relating to nervous system; response; satisfaction; skills; social; syntax; teacher

; _ Difficulties in reading above the word level have long been recognized, however,systematic, particularly neurobiological, investigation of these problems has largely been ignored. Directly responsive to the RFA cal for: "basic research onthe neurobiological underpinnings of reading fluency, vocabulary development, reading comprehension..." and "imaging studies that use a variety of imaging modalities (e.g., MRI, fMRI, MEG, Diffusion Tensor Imaging)...", we propose a longitudinal study to examine the cognitive, linguistic and neurobiological influences on reading comprehension. This projectfollows a largegroup of children who are participants in an ongoing Center project and who werespecifically recruitedfor dysfluent readingat ages 7.5-10.5 years. Building on and extending our previous work,we proposeto bring together and apply state- of-the-art neurobiological measures Including fMRI, magnetoencephelography(MEG), diffusion tensor maging (DTI), and brain morphdmetry to examine brain structure andfunction for reading comprehension in two groups of dysfluent readers: dysfluent with accuracy (DFA);and dysfluent readerswho are inaccurate [DPI), compared to nonimpaired readers (Nl). Specifically we propose to identify the neural correlates of reading comprehension in groups of DFA (n= 25) and DFI (n=25) readers(ages 14-16 years) and in Nl n=50) readers (ages 13-16 years). Functional brain imaging (fMRI, MEG) is examined in a sentence comprehension task which manipulates semantic and syntactic relationships in sentences, using ananomaly paradigm. In addition, we propose to determine cognitive, linguistic, academic and behavioral outcomes and their antecedents in the larger group (n=190) of children. The application of state-of-the-art neurobiological studies to reading comprehension indysfluent readers provides a unique opportunity to identify neurobiological markersfor different subtypes of RD and to assessthe influence of word level reading, fluency andvocabulary in the development of reading comprehension. Results ofthis study offer the potential for identifying the precursors, and improving our understanding of, the development of reading ¿ comprehension, in turn leading to earlier diagnosis and more targeted interventions for children whose reading difficulties go beyond the level of theword.

; _ 然而，长期以来，读取级别的阅读困难已被认识到系统性，尤其是 神经生物学，对这些问题的研究在很大程度上被忽略了。直接响应RFA CAL 对于：“关于阅读流利，词汇发展的神经生物学基础的基础研究， 阅读理解...和“使用各种成像方式的成像研究（例如，MRI，fMRI， MEG，扩散张量成像）...”，我们提出了一项纵向研究，以检查认知，语言和 神经生物学对阅读理解的影响。这是一大批孩子 正在进行的中心项目的参与者，并为招聘招聘招聘的读者年龄 7。5-10.5岁。我们提出并扩展我们以前的工作，并提议将国家汇集在一起​​，并应用国家 - ART神经生物学措施包括fMRI，磁脑摄影（MEG），扩散张量 涂料（DTI）和脑形态测定法检查大脑结构和功能以阅读理解 两组功能障碍的读者：精确性的功能障碍（DFA）；以及不准确的读者 [DPI），与未损坏的读者（NL）相比。具体而言，我们建议确定的神经相关性 DFA（n = 25）和DFI（n = 25）读取器（14-16岁）和NL的读取理解 n = 50）读者（13-16岁）。功能性脑成像（fMRI，MEG）在句子中检查 理解任务，使用肛门词来操纵语义和句法关系 范例。此外，我们建议确定认知，语言，学术和行为成果，以及 他们在较大的儿童组（n = 190）中的先例。最先进的神经生物学的应用 阅读理解的研究Indysfluent读者提供了一个独特的机会来识别 神经生物学标记RD的不同亚型，并评估单词级阅读的影响， 在阅读理解的发展中流利和词汇。这项研究的结果提供了 识别前体并提高我们对阅读的发展的潜力 理解，反过 阅读困难超出了该单词的水平。