Neurocognitive underpinnings of dyslexia and dyscalculia

数学和阅读方面的困难使许多学生无法在要求数学和阅读技能的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，但许多患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。本研究将探讨在阅读障碍儿童中观察到的计算障碍的认知基础。阅读障碍和计算障碍传统上被视为单独的发展困难进行研究，但本项目将试图确定存在于阅读障碍儿童中的数学困难是否与存在于仅存在于计算障碍儿童中的数学困难相似或不同。研究人员将招募150名年龄在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。在阅读和数学方面的一系列行为测量与神经成像（fMRI）数据收集方法一起被计划。本项目由美国国家科学基金会EHR核心研究（ECR）项目支持。ECR项目强调在该领域产生基础知识的基础STEM教育研究。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。该项目支持积累有力的证据，为理解、构建理论进行解释提供信息，并提出干预和创新建议，以应对STEM兴趣、教育、学习和参与方面的持续挑战。

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.