Reading Disability in Grades 3 - 8: Neurocognitive Fact*

3 - 8 年级阅读障碍：神经认知事实*

• 批准号: 7699910
• 负责人: MARTHA BRIDGE DENCKLA
• 金额: $ 5.83万
• 依托单位: HUGO W. MOSER RES INST KENNEDY KRIEGER
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-01 至 2011-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7699910
• 关键词: Address; Adolescent; Age; Area; Attention; Attention deficit hyperactivity disorder; Auditory; Behavioral; Characteristics; Child; Comprehension; Coupling; Cues; Decision Making; Disease; Dyslexia; Elements; Event-Related Potentials; Exhibits; Exposure to; Functional Magnetic Resonance Imaging; Goals; Impaired cognition; Impairment; Individual; Investigation; Language; Learning; Learning Disorders; Left; Maintenance; Measures; Mediating; Memory; Methods; Modeling; Names; Neurobiology; Neurocognitive; Output; Pattern; Performance; Prefrontal Cortex; Preparation; Process; Reader; Reading; Reading Disabilities; Reading Disorder; Relative (related person); Research; Role; Sampling; Score; Sequence Analysis; Short-Term Memory; Speed; Stimulus; Students; Text; Visual; Visuospatial; Work; Writing; behavior measurement; brain behavior; executive function; neuromechanism; novel; phonology; processing speed; response; skills; stimulus processing

The central goal of this project is to understand how ADHD influences processing speed, working memory, and reading comprehension in fourth- through eighth-graders. In the upper-elementary grades and beyond, students are expected to independently read (and learn from) longer and more challenging texts than at younger ages, and children with ADHD increasingly exhibit deficiencies in text comprehension even if the accuracy of their word recognition skills is unimpaired. Although past research has consistently found associations between reading disabilities (RD) and ADHD, most RD samples have included mainly children with word reading deficits (WRD) or reading disorders defined by a broad composite score (word reading accuracy and comprehension combined). In the proposed work, we instead focus on students with specific deficits in reading comprehension alone, and investigate their speed of processing and working memory (both important components of executive function), in comparison to typically developing readers. Deficits in these two areas are expected to elucidate the impact of ADHD upon reading comprehension, but potentially through different mechanisms. Further, the use of both behavioral and neurobiological (ERP, fMRI) measures in this research will permit brain-behavior relationships pertaining to these two areas to be examined. Specifically, the aims of the project are (1) to determine the behavioral and neurobiological components of processing speed, the impact of ADHD, and their contribution to reading fluency; (2) to determine the behavioral and neurobiological correlates of working memory, the impact of ADHD, and their contribution to reading comprehension; and (3) to determine the differential effects of repeated exposure and practice on automaticity and reading fluency in children with ADHD. ERP methods will be employed in Aim 1 to address "response preparation" within processing speed. fMRI methods will be employed in Aim 2 to discriminate between two memory components: short term (phonological loop/maintenance) and working (central executive/manipulation).

该项目的核心目标是了解多动症如何影响处理速度，工作记忆， 并阅读四年级至八年级的理解。在高级等级及以上， 期望学生独立阅读（和学习）比在 年轻的年龄，患有多动症的孩子越来越多地表现出文本理解的不足 他们的单词识别能力的准确性没有受损。尽管过去的研究一直在发现 阅读障碍（RD）和ADHD之间的关联，大多数RD样本主要包括孩子 带有单词读数缺陷（WRD）或由广泛的复合分数定义的读数（单词读取） 准确性和理解总结）。在拟议的工作中，我们专注于具有特定特定的学生 仅阅读理解的缺陷，并研究其处理速度和工作记忆的速度 （这两个都是执行功能的重要组成部分），与通常培养读者相比。缺陷 预计这两个领域将在阅读理解时阐明ADHD的影响，但有可能 通过不同的机制。此外，使用行为和神经生物学（ERP，fMRI） 这项研究中的措施将允许与这两个领域有关的脑行为关系 检查。具体而言，该项目的目的是（1）确定行为和神经生物学 处理速度的组成部分，多动症的影响及其对阅读流利程度的贡献； （2）至 确定工作记忆的行为和神经生物学相关性，多动症的影响及其 对阅读理解的贡献； （3）确定反复暴露和 练习多动症儿童的自动化和阅读流利度。 ERP方法将用于AIM 1 在处理速度内解决“响应准备”。 fMRI方法将用于目标2 区分两个内存组件：短期（语音循环/维护）和工作 （中央执行/操纵）。