Neurocognitive underpinnings of dyslexia and dyscalculia

数学和阅读方面的困难阻碍了许多学生在需要数学和阅读技能的STEM教育中取得成功。 阅读障碍是影响阅读能力的最常见的学习障碍类型，但许多有阅读障碍的学生也表现出计算障碍或数学障碍。迄今为止，很少有研究试图了解阅读障碍和计算障碍之间的神经生物学联系的程度。 这项建议将探讨在阅读障碍儿童中观察到的计算障碍的认知基础。诵读困难和计算障碍传统上被作为单独的发展困难进行研究，但本项目将试图确定是否存在于诵读困难儿童的数学困难是类似的或不同的数学困难，存在于计算障碍的儿童。 研究人员将招募150名10-12岁的儿童，对他们进行阅读障碍、计算障碍以及阅读障碍和计算障碍的筛查。阅读和数学的行为测量电池计划沿着神经成像（fMRI）数据收集方法。 该项目由NSF的EHR核心研究（ECR）计划支持。ECR计划强调基础STEM教育研究，产生该领域的基础知识。投资是在关键领域是必不可少的，广泛的和持久的：干学习和干学习环境，扩大参与干，干劳动力发展。该计划支持积累强有力的证据，为理解，建立理论解释，并建议干预和创新，以解决STEM兴趣，教育，学习和参与方面的持续挑战提供信息。

Difficulties in math and reading prevent many students from succeeding in STEM education which demands both math and reading skills. Dyslexia is the most common type of learning disability affecting reading proficiency but many students with dyslexia also exhibit dyscalculia, or math disability. To date, little research has sought to understand the extent of the neurobiological connections between dyslexia and dyscalculia. This proposal will explore the cognitive underpinnings of dyscalculia observed in children with dyslexia. Dyslexia and dyscalculia have traditionally been studied as separate development difficulties but this project will seek to determine whether math difficulties that exist in children with dyslexia are similar or different from the math difficulties that exist in children with dyscalculia only. The investigators will recruit 150 children aged 10-12 and screen them for dyslexia, dyscalculia, and both dyslexia and dyscalculia. A battery of behavioral measures in both reading and math are planned along with neuroimaging (fMRI) data collection methods. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.