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: 7499534
• 负责人: MARTHA BRIDGE DENCKLA
• 金额: $ 160.64万
• 依托单位: HUGO W. MOSER RES INST KENNEDY KRIEGER
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-09-29 至 2011-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7499534
• 关键词: Reading; Disability; Grades; Neurocognitive; Fact

DESCRIPTION (provided by applicant): The overarching goal of this Research Center is to examine the reading disabilities (RDs) present in children grades 3-8, including classification, identification, treatment, prevalence, neurocognitive characteristics, as well as the influence of comorbidities (Attention Deficit Hyperactivity Disorder; ADHD) on reading. While much is known about early reading development and disorders, there has been much less examination of reading and RDs past the early elementary grades. Therefore, there is a critical gap in knowledge about what it takes for a reader to be able to effectively glean information - or learn - from text, even though this is arguably the most important skill needed to achieve academic success after the 3rd grade. Our Research Center seeks to fill this critical gap in knowledge by bringing together a diverse and talented set of researchers and institutions (Kennedy Krieger Institute, Haskins Laboratories, Educational Testing Services (ETS), and University of Maryland) to conduct inter-related projects, the findings from which will allow us to gain a deep understanding of the neurobiological and behavioral processes that influence reading achievement past the early elementary grades. Our overarching hypothesis is that RDs past the early elementary years are heterogeneous in nature, caused by both "bottom up" and "top down" processes. Within this context, we propose projects that I) examine the neurobiological and behavioral development of word level efficiency, the relationship between word-level and text-level fluency and comprehension, and the influence of different textual demands upon comprehension; II) examine the validity of RTI as a way of identifying children with RDs, and to determine if there are neurocognitive indicators that predict intervention responsiveness; III) determine how the cognitive aspects of ADHD (processing speed, working memory) influence reading comprehension; and IV) to determine the prevalence of different subtypes of RDs by building upon the knowledge gained from Projects I, II, and III, as well as analyses of extant datasets. Thus, within the framework of Project IV, the projects of the Research Center converge in an endeavor that will have significant public health value. Knowing the common subtypes of RDs at what age, as well as the influence of ADHD, will help reveal what the instructional emphasis (es) should be for the older children in our nation, including what risk factors teachers should be looking for.

描述（由申请人提供）：该研究中心的总体目标是检查儿童3 - 8年级中存在的阅读障碍（RDS），包括分类，识别，治疗，患病率，神经认知特征，以及合并症（注意力缺陷多动力障碍； ADHD）对阅读的影响。尽管对早期阅读发展和疾病知之甚少，但对阅读和RD的检查少得多。因此，关于读者能够从文本中有效收集信息或学习的知识存在一个危险的差距，即使这可以说这是三年级后取得学术成功所需的最重要技能。我们的研究中心试图通过将一组多样化且有才华的研究人员和机构（肯尼迪·克里格研究所，哈斯金斯实验室，教育测试服务（ETS）和马里兰大学）汇集在一起​​，从而填补知识的关键差距，从而从中逐渐了解了与神经生物学的成就，从而使我们能够深入了解这些元素的阶级，从而影响了新的元素级别的成就。我们的总体假设是，经过小学早期的RD本质上是异质的，这是由“自下而上”和“自上而下”过程引起的。在这种情况下，我们提出的项目i）研究单词级别效率的神经生物学和行为发展，单词级别和文本级别的流利度和理解力之间的关系，以及不同文本需求对理解的影响； ii）将RTI作为识别RDS的儿童的有效性，并确定是否存在预测干预反应性的神经认知指标； iii）确定多动症（处理速度，工作记忆）的认知方面如何影响阅读理解；和iv），通过基于项目I，II和III的知识以及现存数据集的分析来确定RD的不同亚型的普遍性。因此，在项目IV的框架内，研究中心的项目汇聚在一项将具有巨大公共卫生价值的努力中。了解RDS在哪个年龄以及多动症的影响下的常见亚型，将有助于揭示教学重点（ES）对我们国家的年龄较大的孩子，包括教师应该寻找哪些风险因素。