Brain Mechanisms underlying skilled reading in deaf and hard of hearing (DHH) children with different communication modes

不同沟通模式的聋哑和听力障碍儿童熟练阅读的大脑机制

• 批准号: 10690811
• 负责人: James R Booth
• 金额: $ 3.31万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10690811
• 关键词: 15 year old; Age; Anterior; Auditory Threshold; Behavioral; Bilateral; Brain; Brain region; Child; Cochlear Implants; Communication; Development; Functional Magnetic Resonance Imaging; Fusiform gyrus; Future; Goals; Hearing; Hearing Aids; Impairment; Individual Differences; Intervention; Investigation; Judgment; Language; Maps; Measures; Modeling; Nature; Neurocognitive; Oral; Orthography; Parietal Lobe; Pathway interactions; Pattern; Population; Reader; Reading; Semantics; Severities; Sign Language; Speech; Structure of middle temporal gyrus; Structure of superior temporal sulcus; Structure of supramarginal gyrus; Superior temporal gyrus; System; Testing; Time; Work; behavior test; deaf; hard of hearing; innovation; neuromechanism; novel; novel strategies; phonology; reading comprehension; reading difficulties; skills; sound; spelling; theories

PROJECT SUMMARY Many deaf and hard-of-hearing (DHH) children struggle with reading and the severity of the impairment for some children increases with age. Despite this, we know very little about the brain mechanisms for successful reading in DHH children, or whether reliance on certain mechanisms differs with communication mode. We do not know why some DHH children are good readers and other are not. We take advantage of the large individual differences in reading skill to determine how better reading relies on different mechanisms and whether this varies with communication modes. This project uses functional magnetic resonance imaging (fMRI) in 10- to 15-year-old hearing children as well as in DHH children with predominant signed language, predominant oral language, or bimodal language. The innovative longitudinal approach follows children two years later and allows an investigation of how reading gains are related to brain changes over time and whether this varies with age. The overarching theory of reading acquisition is the Triangle Model which has three representational systems, including orthography (spelling), phonology (sound) and semantics (meaning), as well as pathways for mapping between these systems. A fundamental strength of this project is extending the well-developed Triangle Model to formulate the first neurocognitive model of reading in DHH children. Our project tests critical assumptions of the Triangle Model including the nature of orthographic representations, of orthographic to phonological mapping and of orthographic to semantic mapping. We test how these components are related to skill and developmental change over time in DHH children with different communication modes. Another innovative aspect of the project is the use of `localizer' fMRI tasks to independently identify regions associated with phonological mechanisms in temporo-parietal cortex during speech reading, signed language and spoken phonology, as well as regions associated with semantic mechanisms in middle temporal gyrus. The use of independent localizer tasks provides fundamental advances in our understanding of the underlying neural mechanisms involved in skilled reading in DHH children. Children also complete two reading fMRI tasks, one involving rhyming judgments and the other involving meaning judgments to words presented visually. Not only do we examine how phonological and semantic mechanisms are related to reading, but our novel approach also examines connectivity of these regions with fusiform cortex involved in orthographic processing. In addition to the fMRI measures, all children complete an extensive battery of state-of-the-art behavioral tests measuring signed language, oral language and reading. The focus of the project is on individual differences on word decoding as this is a critical building block to reading, but we also examine behavioral differences in reading comprehension.

项目摘要 许多聋哑人（DHH）儿童在阅读和某些人的严重性方面挣扎 儿童随着年龄的增长而增加。尽管如此，我们对成功阅读的大脑机制知之甚少 DHH儿童，或者对某些机制的依赖是否因通信模式有所不同。我们不知道为什么 一些DHH的孩子是好的读者，而另一些则不是。我们利用很大的个体差异 阅读技能以确定如何更好地阅读取决于不同的机制，以及这是否随着 通信模式。该项目使用10至15岁的听力中的功能磁共振成像（fMRI） 儿童以及DHH的儿童具有主要签名语言，主要的口服语言或双峰的儿童 语言。两年后，创新的纵向方法跟随儿童，并允许调查如何 阅读收益与随时间变化以及这是否随着年龄的变化而变化。总体理论 阅读获取是三角模型，具有三个代表性系统，包括拼字法（拼写）， 语音学（声音）和语义（含义），以及这些系统之间映射的途径。一个 该项目的基本优势正在扩展发展良好的三角模型，以制定第一个 DHH儿童阅读的神经认知模型。我们的项目测试三角模型的关键假设包括 拼字法的性质，拼字图和拼字法到语义的性质 映射。我们测试这些组件与DHH儿童随着时间的流逝如何与技能和发展变化有关 具有不同的通信模式。该项目的另一个创新方面是使用“本地化器” fMRI任务 独立识别语音期间颞顶皮​​层中与语音机制相关的区域 阅读，签名语言和语音语音学以及与中间语义机制相关的区域 颞回。独立本地化任务的使用为我们的理解提供了基本进步 DHH儿童熟练阅读涉及的潜在神经机制。孩子们还完成了两个读物fMRI 任务，一个涉及押韵判断，另一种涉及对视觉上呈现的单词的判断。不是 我们只检查语音和语义机制与阅读的关系，但我们的新方法也 检查这些区域与拼字处理涉及的梭形皮质的连通性。除了 FMRI措施，所有儿童都完成了大量的签名的最先进的行为测试 语言，口语和阅读。该项目的重点是单词解码的个体差异，因为这是 阅读的关键基础，但我们还研究了阅读理解的行为差异。