Reading & Listening Comprehension

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• 批准号: 8976768
• 负责人: Janice Keenan
• 金额: $ 27.73万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至 2017-09-27
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8976768
• 关键词: Address; Affect; Age; Architecture; Attention; Attention deficit hyperactivity disorder; Behavioral Genetics; Behavioral Mechanisms; Biological; Candidate Disease Gene; Classification; Cognitive; Collaborations; Colorado; Comorbidity; Complex; Comprehension; Data; Development; Diagnosis; Differential Diagnosis; Etiology; Genes; Genetic; Goals; Individual Differences; Knowledge; Language; Learning; Learning Disabilities; Link; Measures; Modeling; Molecular Genetics; Multivariate Analysis; Nature; Normal Range; Oral; Performance; Peripheral; Phenotype; Prevalence; Process; Psyche structure; Psychometrics; Reading; Research; Research Project Grants; Role; Sampling; Short-Term Memory; Siblings; Structure; Testing; Text; Twin Multiple Birth; Writing; age group; base; cognitive process; cognitive skill; comprehension deficit; comprehension skill; comprehension test; developmental genetics; disability; executive function; genetic analysis; genetic association; genetic linkage; insight; language comprehension; listening comprehension; processing speed; reading comprehension; skills

Research Project V addresses the definition, classification and etiology of individual differences in comprehension and disabilities associated with reading comprehension deficits and oral language comprehension deficits. Project V proposes to continue administering extensive assessments of both listening and reading comprehension and passage fluency, across simple and complex discourse, and across ages 8-16, to understand the genetic, cognitive, and developmental aspects of comprehension. Twins and siblings selected for deficits either in reading, comprehension, writing, and/or ADHD, as well as normal-range control twins will be tested. There are 3 prongs to our approach to understanding the functional architecture of comprehension and the nature and etiology of deficits. One involves multivariate analyses of individual differences in both reading comprehension and listening comprehension, across different age groups and across different comprehension tests, using multiple measures of cognitive skills and knowledge. This modeling will be compared across our broad range of comprehension tests so that we can address the problem of why there are currently such dramatic inconsistencies in diagnosis of comprehension deficits and how the problem might be rectified. A second prong to understanding the components of comprehension skill and the origin of deficits is to use behavioral genetic analyses to assess their etiology in terms of genetic and environmental influences. These analyses will also show the degree to which component comprehension skills and other learning learning disabilities such as ADHD share genetic influences, and thus the degree to which they represent distinct or common deficits. The third prong is to further define the phenotype by finding variables often ignored by current tests that could be influencing comprehension performance, such as the centrality of ideas and how prior knowledge of the passage topic influences comprehension and fluency. In collaboration with other CLDRC projects, Project V will assess whether similar skills and similar genes may be influencing comprehension and writing (Project II), assess molecular genetic linkage and association for deficits in comprehension (Project IV), and longitudinally assess stability of comprehension problems (Project VI).Project V provides research on the cognitive, developmental, and genetic aspects of language comprehension that underlie some of the most prevalent learning disabilities. It advances knowledge about both biological and behavioral mechanisms in reading comprehension, listening comprehension, and their co-occurrence with other learning disabilities such as ADHD and writing difficulties.

研究项目V解决了个体差异的定义，分类和病因 与阅读理解缺陷和口语语言相关的理解和残疾 理解赤字。项目V提议继续管理两者的广泛评估 聆听和阅读理解和通过流利度，简单而复杂的话语，以及 在8-16岁之间，了解理解的遗传，认知和发展方面。双胞胎 和兄弟姐妹在阅读，理解，写作和/或多动症中选择缺陷，以及正常范围 控制双胞胎将进行测试。我们的方法有3个插脚来理解功能 理解的结构以及赤字的性质和病因。一个涉及多元分析的 在不同年龄段的阅读理解和听力理解中的个体差异 使用多种认知能力和知识的衡量标准，小组和不同的理解测试。 将在我们广泛的理解测试中比较此建模，以便我们解决 为什么当前在诊断理解缺陷和 如何纠正问题。了解理解的组成部分的第二个插脚 缺陷的技能和起源是使用行为遗传分析来评估其病因 和环境影响。这些分析还将显示哪个组成部分 理解能力和其他学习障碍（例如ADHD）具有遗传影响，以及 因此，它们代表不同或常见的赤字的程度。第三个插脚是进一步定义 通过发现可能会影响理解的当前测试而忽略的变量，表型通常会忽略 绩效，例如思想的中心性以及对段落主题的先验知识如何影响 理解和流利性。与其他CLDRC项目合作，项目V将评估是否 类似的技能和类似基因可能会影响理解和写作（项目II），评估分子 理解缺陷（项目IV）的遗传联系和关联，并纵向评估稳定性 理解问题（VI项目）。项目V提供了有关认知，发展和 语言理解的遗传方面是一些最普遍的学习障碍。它 在阅读理解，聆听时，都会提高有关生物学和行为机制的知识 理解及其与其他学习障碍（如多动症和写作困难）的共同发生。