NEUROBIOLOGY OF READING COMPENSATION

阅读补偿的神经生物学

• 批准号: 10301496
• 负责人: Stephanie N Del Tufo
• 金额: $ 8.69万
• 依托单位: UNIVERSITY OF DELAWARE
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-08-20 至 2023-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10301496
• 关键词: Area; Behavioral; Biological Markers; Brain; Brain region; Characteristics; Child; Cognitive; Complement; Complex; Comprehension; Data; Development; Early Intervention; Financial compensation; Foundations; Functional Magnetic Resonance Imaging; Future; Goals; Health; Health Care Costs; Heterogeneity; Homologous Gene; Individual; Individual Differences; Intervention; Investigation; Knowledge; Learning; Left; Link; Magnetic Resonance Imaging; Measures; Mediating; Neurobiology; Neurologic; Outcome; Performance; Process; Public Health; Reader; Reading; Reporting; Research; Research Support; Rest; Role; Semantics; Signal Transduction; Standardization; Stimulus; Structure; System; Systems Analysis; Task Performances; Techniques; Theoretical model; Time; United States; Visual; base; dynamic system; fourth grade; illiteracy; illiterate; improved; lexical; literacy; longitudinal dataset; neural patterning; neuroimaging; novel; novel strategies; potential biomarker; public health relevance; reading ability; reading comprehension; remediation; scaffold; skills; socioeconomics; success; vision development

PROJECT SUMMARY / ABSTRACT Literacy is associated with educational, socioeconomic, and health outcomes. A critical public health issue, low literacy has been linked to over 230 billion dollars a year in health care costs. Developing proficient literacy is dependent upon the ability to develop adequate reading skills, allowing for the transition from word reading to reading for comprehension. The majority of theoretical models of reading have focused on only specific reading skills, such as single-word reading. In contrast, the “Reading System Framework” provides the scaffolding to investigate the link from word reading to reading comprehension, by way of lexical-semantic knowledge. The long-term objectives of this proposal are to parse the mechanisms of typical and compensatory brain activation for word reading to determine how these differences correspond to behavioral heterogeneity in children’s reading comprehension. Decades of neuroimaging research have provided consistent evidence that skilled readers rely on a complex, highly organized neurological system built during the process of learning to read. However, compensatory brain activation during this learning process is not yet well established. Controversy surrounds the question of whether reliance on compensatory brain regions at the single-word level facilitates or hinders reading comprehension. Annually collected, longitudinal extant data from a functional Magnetic Resonance Imaging (fMRI) word reading task, is complemented by standardized cognitive and reading assessments. The fMRI task was chosen because it has been shown to reflect characteristics of individual’s reading network rather than task stimulus demands. This is particularly important in the case of our longitudinal dataset, which contains children spanning the reading ability continuum from good-to-poor readers. The current study aims to determine and predict the intra-individual impact of neurobiological compensatory mechanisms on reading development. In Aim 1, during the process of word reading, we examine the development of the left-hemisphere Visual Word Form Area (VWFA) and its right-hemisphere compensatory homologue. In Aim 2, we investigate how the continued use of compensatory brain regions impacts reading comprehension. Improved knowledge of typical and compensatory brain development has the potential to reveal key biomarkers for increasing literacy.

项目摘要/摘要 识字与教育、社会经济和健康成果有关。严重的公共卫生问题，低 识字率与每年超过2300亿美元的医疗保健费用有关。发展熟练的识字能力是 依赖于发展足够的阅读技能的能力，允许从文字阅读过渡到 阅读是为了理解。大多数的阅读理论模型只关注特定的阅读 技能，如单字阅读。相反，“阅读系统框架”提供了一个框架， 从词汇语义知识的角度探讨从单词阅读到阅读理解的联系。的 这项建议的长期目标是解析典型的和补偿性的大脑激活机制 来确定这些差异如何对应于儿童阅读中的行为异质性 理解力几十年的神经影像学研究提供了一致的证据，熟练的读者依赖于 在学习阅读的过程中建立起来的一个复杂的、高度组织化的神经系统。然而，在这方面， 在这种学习过程中的补偿性脑激活尚未很好地建立。争议围绕 依赖于单个单词水平的补偿性大脑区域是促进还是阻碍了 阅读理解。功能性磁共振的年度纵向现存数据 成像（fMRI）的文字阅读任务，是由标准化的认知和阅读评估的补充。的 选择fMRI任务是因为它已被证明能反映个体阅读网络的特征， 而不是任务刺激的需求。这在我们的纵向数据集的情况下尤其重要， 孩子们跨越了从好到差的阅读能力连续体。本研究旨在确定 并预测神经生物学补偿机制对阅读发展的个体内影响。 目的一，在阅读过程中，我们考察了左半球视觉词的发展 形状区（VWFA）及其右半球补偿同源物。在目标2中，我们研究了 持续使用补偿性脑区会影响阅读理解。提高对典型 补偿性大脑发育有可能揭示提高识字率的关键生物标志物。