Examining distinct and shared mechanisms underlying arithmetic and reading development through behavioral and neural measures: alongitudinal investigation

通过行为和神经测量来检查算术和阅读发展背后的独特和共享机制：纵向调查

• 批准号: 10311607
• 负责人: Nadine Gaab
• 金额: $ 71.49万
• 依托单位: HARVARD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-03 至 2026-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10311607
• 关键词: Academic achievement; Adult; Affect; Age; Arithmetic; Behavioral; Behavioral Genetics; Brain; Brain region; Child; Classification; Cognitive; Development; Diagnostic; Early Intervention; Education; Emotional; Employment; Exhibits; Family history of; Genetic; Growth; Individual; Instruction; Intervention; Investigation; Knowledge; Language; Learning; Learning Disabilities; Linguistics; Link; Longitudinal Studies; Measurement; Measures; Mental Health; Modeling; Modernization; Neurobiology; Neurocognitive; Outcome; Parietal; Preventive; Probability; Process; Psychometrics; Reading; Research Design; Risk; Short-Term Memory; Societies; Structure; Students; Subgroup; Time; behavior measurement; cognitive skill; early screening; elementary school; field study; first grade; kindergarten; literacy; neural correlate; neuroimaging; neuromechanism; predictive modeling; reading ability; reading difficulties; relating to nervous system; remediation; second grade; skills; social; third grade; tool

SUMMARY Arithmetic and reading are the most fundamental skills acquired during elementary school and are crucial for successful academic achievement, employment prospects, and mental health. Despite the significance of arithmetical and reading skills, many children and adults in developed societies exhibit deficient reading and arithmetical abilities. Accumulating evidence suggests a strong neurocognitive and genetic link between reading and arithmetic, with high co-occurrence rates of both reading and arithmetical learning difficulties. However, the developmental trajectories of typical and atypical arithmetical and reading skills have been predominantly studied apart and potential shared mechanisms of typical and atypical reading and arithmetic development are unknown. This application proposes a longitudinal investigation that aims to (a) compare typical and atypical developmental trajectories of reading and arithmetic from kindergarten to third grade, (b) characterize similarities, differences, and classification power of neural and cognitive measures to profile the shared mechanisms underlying arithmetic and reading, and (c) determine a set of predictors in kindergarten predicting arithmetic and reading outcome after four years of formal instruction. Employing a longitudinal study design, the proposed project aims to investigate the developmental relationships of reading and arithmetic in the typical and atypical development of arithmetical skills from the beginning of kindergarten to third grade, in 180 children with either a familial risk for arithmetic difficulties (AD), a familial risk for reading difficulties (RD), or without any familial risk for reading or arithmetical difficulties, using functional and structural brain measures and behavioral correlates. Neural correlates of arithmetic, reading, and related sub- skills, together with a comprehensive psychometric battery measuring reading and arithmetical development and domain-general and domain-specific skills, will be examined four times over four years during critical stages of acquiring literacy and numerical concepts. By targeting children with a family history of AD and RD, and due to the genetic profile overlap of these two conditions, the probability of children exhibiting atypical reading and arithmetic development is increased, which will allow us to study and compare the developmental trajectories of both typical and atypical reading and arithmetical skills. This study has the potential to provide a model for understanding developmental learning disabilities, their underlying mechanisms, and their co-occurrence. The current focus on a reactive, deficit-driven instead of a preventive model in the field of learning disabilities is detrimental for students, as interventions have been proven to be most effective at an earlier age of heightened brain plasticity and because of the implications for mental health in struggling students as a result of a “wait-to-fail” approach. Understanding the shared and distinct underlying cognitive and neural mechanisms between typical and atypical arithmetic and reading skills and their precursors are of great significance for the development of early screening, diagnostic, and intervention tools.

概括 算术和阅读是小学期间获得的最基本技能，对于未来的发展至关重要 成功的学业成就、就业前景和心理健康具有重要意义。 算术和阅读技能方面，发达国家的许多儿童和成人表现出阅读和阅读能力的缺陷 越来越多的证据表明，阅读能力与神经认知和遗传之间存在着密切的联系。 和算术，阅读和算术学习困难的同现率很高。 主要研究了典型和非典型算术和阅读技能的发展轨迹 典型和非典型阅读和算术发展的不同和潜在的共享机制尚不清楚。 本申请提出了一项纵向调查，旨在（a）比较典型和非典型发育 从幼儿园到三年级的阅读和算术轨迹，(b) 描述相似点、差异、 以及神经和认知测量的分类能力，以描述潜在的共享机制 算术和阅读，以及（c）确定幼儿园预测算术和阅读的一组预测变量 经过四年正式指导后的结果。 该项目采用纵向研究设计，旨在调查发展关系 阅读和算术在算术技能的典型和非典型发展中的应用 幼儿园至三年级，180 名有算术困难 (AD) 家族风险的儿童 对于阅读困难（RD），或者没有任何阅读或算术困难的家族风险，使用函数和 结构性大脑测量和算术、阅读和相关子项的神经相关性。 技能，以及全面的心理测量电池，测量阅读和算术发展以及 一般领域和特定领域技能，将在四年内的关键阶段进行四次审查 通过针对有 AD 和 RD 家族史的儿童来获得识字和数字概念。 这两种情况的遗传图谱重叠，儿童表现出非典型阅读的概率以及 算术发展得到提高，这将使我们能够研究和比较算术发展轨迹 典型和非典型的阅读和算术技能。 这项研究有可能为理解发展性学习障碍、他们的学习障碍提供一个模型。 当前的重点是被动的、赤字驱动的，而不是被动的。 学习障碍领域的预防模式对学生不利，因为干预措施已被证明 在气球大脑可塑性的早期阶段最有效，并且因为这对心理有影响 通过“等待失败”的方法，了解困难学生的健康状况。 典型和非典型算术和阅读技能及其之间的潜在认知和神经机制 前体对于早期筛查、诊断和干预工具的开发具有重要意义。