READING, WRITING AND LANGUAGE PROCESSES

阅读、写作和语言过程

基本信息

批准号：
7699792
负责人：
RICHARD K OLSON
金额：
$ 63.45万
依托单位：
UNIVERSITY OF COLORADO
依托单位国家：
美国
项目类别：
财政年份：
2007
资助国家：
美国
起止时间：
2007-12-01 至 2010-11-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7699792
关键词：
Age Architecture Attention deficit hyperactivity disorder Awareness Behavioral Behavioral Genetics Candidate Disease Gene Child Code Cognitive Collaborations Colorado Comorbidity Complement Complex Comprehension Computer Assisted Data Development Dimensions Disabled Children Disease regression Etiology Factor Analysis Funding Genetic Home environment Individual Differences Intervention Language Language Disorders Learning Disabilities Measures Molecular Genetics Monitor Nature Neurobehavioral Manifestations Normal Range Numbers Oral Orthography Pattern Process Quantitative Trait Loci Range Reading Reading Disabilities Research Research Project Grants Running Sampling Short-Term Memory Siblings Structure Symptoms Testing Twin Multiple Birth Twin Studies Vocabulary Writing base disability follow-up genetic analysis genetic linkage genetic linkage analysis insight language processing phonology remediation response skills spelling

项目摘要

The central hypotheses of Research Project II are 1) that reading and writing are complex skills that depend on a number of component processes that have both shared and independent genetic and environmental etiologies in children with disabilities, and 2) that patterns of covariation in etiology will provide unique insights into the cognitive architecture underlying these skills and into the nature of learning disabilities. Project II will assess component processes in reading, writing, and related language skills in twins and siblings selected for deficits in reading and/or ADHD, and in normal-range control twins. The broad age range of the sample allows us to assess developmental differences in skills and in the expression of disabilities across grades 2-12. Our long-running assessment of word recognition, orthographic coding, phonological decoding, and phonological awareness will be continued to support more powerful and informative behavioral and molecular genetic analyses of these skills, but our main emphasis will be on the relations of these skills to reading fluency, reading and listening comprehension, writing, and higher-level language skills. Univariate multiple regression (DF) analyses will be used to evaluate the genetic and environmental etiologies for deficits in each skill. Bivariate DF analyses and confirmatory factor analyses of twin data will be used to assess the genetic and environmental covariance among the different skills. Behavior-genetic analyses will also be used to validate subtypes and/or dimensions of individual differences among children with reading and writing disabilities by assessing their differential genetic and environmental etiology. In collaboration with Research Projects I, III, and IV, QTL analyses will be used to assess genetic linkage and association for deficits in different reading, writing, and language skills. In collaboration with Research Project III, we will explore the relations of these deficits to different symptoms and cognitive components of ADHD. In collaboration with Project V, we will explore the effects of intense computerassisted intervention in 2nd to 4th grade twins' homes for the remediation of deficits in these skills. New and recently introduced measures included in Project II will allow the first thorough analysis of genetic and environmental influences on component processes in reading fluency, reading comprehension, listening comprehension, and writing.

研究项目II的中心假设是1）阅读和写作是复杂的技能，取决于在许多具有共享和独立遗传和环境的组件过程中残疾儿童的病因，以及2）病因的协方差模式将提供独特洞悉这些技能和学习障碍本质的认知建筑。第二个项目将评估双胞胎阅读，写作和相关语言技能的组成过程选择用于阅读和/或ADHD的缺陷以及正常范围控制双胞胎的兄弟姐妹。广泛的年龄样本范围使我们能够评估技能的发展差异和表达 2 - 12年级的残疾。我们对单词识别，拼字法编码的长期评估，语音解码和语音意识将继续支持更强大，并且这些技能的信息行为和分子遗传分析，但我们的主要重点将是这些技能与阅读流利，阅读和听力理解，写作和更高级别的关系语言技能。单变量回归（DF）分析将用于评估遗传和每种技能缺陷的环境病因。双变量DF分析和确认因素分析双数据数据将用于评估不同技能之间的遗传和环境协方差。行为遗传分析也将用于验证个体差异的亚型和/或维度在阅读和写作障碍的儿童中，通过评估其差异遗传和环境病因。与研究项目I，III和IV合作，将使用QTL分析来评估遗传在不同阅读，写作和语言技能方面的缺陷联系和协会。与研究项目III，我们将探讨这些缺陷与不同症状和认知的关系多动症的组件。通过与项目V合作，我们将探索强烈的计算机录取的效果二至四年级双胞胎家的干预以修复这些技能的缺陷。第二次项目中包括的新且最近引入的措施将允许对遗传进行首次彻底分析以及环境对阅读流利，阅读理解和聆听的组件过程的影响理解和写作。