A Comparison of the Neuro-developmental Basis of Reading in Two Writing Systems

两种书写系统中阅读的神经发育基础的比较

• 批准号: 7923315
• 负责人: Guinevere F. Eden
• 金额: $ 61.04万
• 依托单位: GEORGETOWN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-15 至 2013-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7923315
• 关键词: Address; Adult; Age; American; Anatomy; Area; Awareness; Behavior; Behavioral; Behavioral Research; Bilateral; Brain; Child; China; Chinese American; Chinese People; Cognitive; Country; Data; Development; Dorsal; Fingers; Functional Magnetic Resonance Imaging; Fusiform gyrus; Goals; Growth; Inferior; Inferior frontal gyrus; Investigation; Knowledge; Left; Longitudinal Studies; Measures; Methods; Middle frontal gyrus structure; Modeling; Motion Perception; Motor; Motor Skills; Movement; Names; Nature; Neuroanatomy; Neurons; Orthography; Outcome; Parietal; Parietal Lobe; Performance; Physiological; Play; Predictive Value; Process; Reader; Reading; Reading Disorder; Reliance; Reporting; Research; Role; Sensory; Shapes; Short-Term Memory; Signal Transduction; Social Development; Staging; Stimulus; Superior temporal gyrus; System; Testing; Time; Visual Cortex; Visual Motion; Word Processing; Work; Writing; base; behavior measurement; comparison group; design; extrastriate; extrastriate visual cortex; frontal lobe; indexing; insight; interest; neuroimaging; novel; phonology; psychoeducational; public health relevance; relating to nervous system; response; semantic processing; sensorimotor system; skills; tool; trait; visual motor

DESCRIPTION (provided by applicant): Although successful reading is critical to the educational and social development of children, few studies have explored the neural representation of reading and its constituent cognitive and sensory skills during the early stages of development. We propose a 3-year longitudinal study using fMRI in conjunction with a battery of psychoeducational assessments to investigate the functional neuroanatomy of reading acquisition in typically developing monolingual English speakers from the 1st to 2nd and on to the 3rd grade. In readers of English we predict left fusiform, superior temporal, and inferior frontal gyri activity to be modulated by age. In addition, we will make direct comparisons between these English speakers and monolingual Mandarin Chinese speakers in mainland China at these three time points, to examine the effects of orthography on the brain areas involved in reading acquisition. As alphabetic and logographic writing systems place different demands on phonological, orthographic, morphological and semantic processes, such comparisons will allow us to identify the neural basis of reading that is universal, as well as brain activity specific to each writing system. Adult data suggest that Chinese character processing makes greater demands on bilateral fusiform and left middle frontal gyri, but does not engage left superior temporal gyrus as is typically reported in English speakers. To test for these differences, comparable experimental approaches will be employed in both countries to assess a variety of reading-related behaviors and brain activity subserving these skills. Neural correlates of reading growth will be assessed using tasks that involve word reading and sensorimotor skills. Task-related activity measured during these paradigms will be evaluated using within- and between-group analyses to evaluate the effect of development and orthography, respectively, as well as their interactions. Correlations between task-related activity and performance on behavioral measures, particularly word recognition and rapid naming, will further help delineate the neural correlates of skills that support reading in these different writing systems. The result will provide normative data by which to compare disordered reading. PUBLIC HEALTH RELEVANCE This work will provide novel insight into the neural correlates of normal reading development in different writing systems, as these are essential to the investigation of disorders of reading development.

描述（由申请人提供）：尽管成功阅读对于儿童的教育和社会发展至关重要，但很少有研究探讨了阅读的神经代表及其在发展的早期阶段的认知和感觉技能。我们提出了一项为期3年的纵向研究，并结合了一系列心理教育评估，以调查阅读习得的功能性神经解剖学，以在典型的从1到2开始，再到三年级。在英语的读者中，我们预测左梭形，颞上和下部回旋活性将按年龄调节。此外，在这三个时间点，我们将在中国大陆的这些英语说话的人和单语言普通话的人之间进行直接比较，以研究拼字法对阅读收购涉及的大脑区域的影响。由于字母和逻辑写作系统对语音，拼字，形态学和语义过程提出了不同的需求，因此这种比较将使我们能够确定通用的阅读神经基础以及每个写作系统特定的大脑活动。成人数据表明，汉字处理对双侧梭形和左侧额叶的需求提出了更大的需求，但是不像英语说话的人所报道的那样，不与左颞回的左时间回和。为了测试这些差异，两国将采用可比的实验方法来评估各种与阅读相关的行为和大脑活动，从而扩展这些技能。阅读增长的神经相关性将使用涉及单词阅读和感觉运动技能的任务进行评估。在这些范式期间测量的任务相关活动将使用组内和间分析评估，以分别评估发展和拼字法的影响及其相互作用。与任务相关的活动与行为措施的表现之间的相关性，尤其是单词识别和快速命名，将进一步帮助描述支持这些不同写作系统中阅读的技能的神经相关性。结果将提供比较无序阅读的规范数据。公共卫生相关性这项工作将为不同写作系统中正常阅读发展的神经相关性提供新的见解，因为这对于研究阅读发展疾病至关重要。