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: 10237151
• 负责人: James R Booth
• 金额: $ 76.09万
• 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/10237151
• 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.

项目概要 许多聋哑和听力困难 (DHH) 儿童在阅读方面遇到困难，并且某些儿童的听力障碍非常严重 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，或对某些机制的依赖是否随沟通方式的不同而不同。我们不知道为什么 有些 DHH 孩子善于阅读，而另一些则不然。我们利用巨大的个体差异 阅读技能，以确定更好的阅读如何依赖于不同的机制，以及这是否随 通讯方式。该项目使用功能磁共振成像 (fMRI) 检测 10 至 15 岁儿童的听力 儿童以及以手语、口语或双峰语言为主的 DHH 儿童 语言。创新的纵向方法跟踪两年后的儿童，并调查如何 阅读能力的提高与大脑随时间的变化以及这种变化是否随年龄而变化有关。总体理论 阅读习得是三角模型，它具有三个表征系统，包括正字法（拼写）、 音韵学（声音）和语义学（意义），以及这些系统之间的映射路径。一个 该项目的基本优势是扩展完善的三角模型以制定第一个 DHH 儿童阅读的神经认知模型。我们的项目测试了三角模型的关键假设，包括 正字法表征、正字法到语音映射以及正字法到语义的本质 映射。我们测试这些组成部分如何与 DHH 儿童随时间的技能和发展变化相关 具有不同的通信模式。该项目的另一个创新方面是使用“定位器”功能磁共振成像任务 在言语过程中独立识别与颞顶叶皮层语音机制相关的区域 阅读、手语和口语音韵学，以及与中间语义机制相关的区域 颞回。独立定位器任务的使用为我们对定位器的理解提供了根本性的进步 DHH 儿童熟练阅读所涉及的潜在神经机制。孩子们还完成了两次功能磁共振成像阅读 任务，一项涉及押韵判断，另一项涉及对视觉呈现的单词进行意义判断。不是 我们只研究语音和语义机制与阅读的关系，但我们的新颖方法还 检查这些区域与参与拼写处理的梭状皮层的连通性。除了 fMRI 测量，所有儿童都完成了一系列最先进的行为测试，测量签名 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 阅读的关键组成部分，但我们也研究阅读理解中的行为差异。