Investigating orthography-phonology and orthography-semantics pathways with implications for compensatory mechanisms in reading disorder in the context of a randomized control trial

在随机对照试验的背景下研究正字法-音韵学和正字法-语义路径对阅读障碍补偿机制的影响

• 批准号: 10389790
• 负责人: Siu Yin Clement-Lam
• 金额: $ 6.6万
• 依托单位: UNIVERSITY OF CONNECTICUT STORRS
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-11-01 至 2023-10-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10389790
• 关键词: Academic achievement; Address; Affect; Behavioral; Brain; Characteristics; Child; Computer Models; Data; Detection; Dose; Dyslexia; Educational Models; Electroencephalography; Elements; Event-Related Potentials; Fellowship; Funding; Goals; Image; Individual; Individual Differences; Intervention; Knowledge; Lead; Learning; Letters; Life; Link; Machine Learning; Mathematics; Measures; Mental Health; Methodology; Modeling; Morphology; Neurodevelopmental Disorder; Orthography; Outcome; Outcome Measure; Pathway interactions; Predictive Factor; Process; Randomized; Randomized Controlled Trials; Reading; Reading Disorder; Regression Analysis; Research; Research Personnel; Role; Semantics; Shapes; Structure; Teaching Method; Techniques; Testing; Time; Training; aged; base; cognitive process; comprehension skill; control trial; design; efficacy testing; evidence base; executive function; experience; imaging properties; improved; insight; intervention program; lexical; literacy; neurotransmission; phonology; primary outcome; reading comprehension; relating to nervous system; response; secondary outcome; skills; sound; spelling; support vector machine; theories; training opportunity; translational scientist

Project Summary/Abstract Decoding-based reading disorder (RD, also known as dyslexia), a neurodevelopmental disorder with difficulties in reading and spelling, affects approximately 3-10% of all children. Because RD leads to negative consequences beyond academic achievement such as poor mental health outcomes, identifying effective reading interventions is a high priority for researchers and educators. Currently, evidence-based multi-componential interventions that explicitly and systematically target phonics (PHON, focused on letter-sound matching) are considered most effective for remediating RD. However, up to 30% of RD children continue to struggle, warranting broader examination of interventions that goes beyond PHON. Emerging research suggests that morphology-based intervention (MORPH, focused on the understanding and identification of the structure of a word, such as word bases, prefixes, and affixes) may serve as an alternative and complementary strategy. This proposed project, leveraging a funded reading intervention program, will examine event-related potential (ERP)-based neural signals in relation to responsiveness to interventions (RTI) by drawing insights from a computational model of reading (i.e., the connectionist triangle model). Based on this model, we predict that PHON intervention primarily targets the orthography-phonology [O-P] pathway, and MORPH intervention primarily targets the orthography- semantics [O-S] pathway. We also predict that MORPH intervention promotes greater reading improvements for individuals who primarily rely on O-S (possibly compensatory) mechanisms to overcome their weakness in phonological processing. Specifically, this longitudinal project aims to address (1) whether children with RD who have enhanced O-S processes at baseline are more responsive to PHON and MORPH interventions, and whether such responsiveness will be greater if the approach emphasizes both O-S and O-P pathways as compared to the O-P pathway alone; (2) whether the MORPH intervention strengthens the representation of O- P and O-S pathways. We will examine ERP-based neural signals from a lexical task, collected 4 times over the course of 5-week intensive interventions (MORPH, PHON, Executive function [EF], and Math interventions). We will use machine learning and an individual difference approach to assess O-P and O-S neural signals and their trajectories over the course of intervention, and to understand the relationship between these neural signals and children’s RTI. This proposal will help us better understand factors that predict children’s RTI, and the mechanism of different reading interventions. This fellowship will provide crucial research and professional training opportunities to become an independent translational researcher. This includes gaining experience in designing and conducting randomized controlled trials (RCTs), and methodological training in EEG/ERP including machine learning and multilevel mixed modeling analytical techniques. This proposal also addresses her goal of generating scientific knowledge that can help better identify and intervene children with RD.

项目总结/摘要 基于解码的阅读障碍（RD，也称为阅读障碍），一种神经发育障碍， 在阅读和拼写方面，大约影响到所有儿童的3-10%。因为RD会导致负面后果 除了学业成绩，如心理健康状况不佳，确定有效的阅读干预措施 是研究人员和教育工作者的首要任务。目前，基于证据的多成分干预措施， 明确和系统的目标语音（PHON，专注于字母-声音匹配）被认为是最重要的 有效地补救RD。然而，高达30%的RD儿童继续挣扎， 检查超越PHON的干预措施。新的研究表明，基于形态学的 干预（MORPH，专注于理解和识别单词的结构，如单词 碱基、前缀和词缀）可以用作替代和补充策略。这一拟议中的项目， 利用一个受资助的阅读干预计划，将检查基于事件相关电位（ERP）的神经 通过从以下计算模型中得出见解， 阅读（即，连接主义三角模型）。基于这个模型，我们预测PHON干预主要是 针对正字法-语音[O-P]通路，MORPH干预主要针对正字法- 语义[O-S]通路。我们还预测，MORPH干预促进更大的阅读改善， 主要依靠O-S（可能是补偿性）机制来克服他们的弱点的人 语音加工具体而言，本纵向项目旨在解决（1）患有RD的儿童是否 在基线时增强了O-S流程，对PHON和MORPH干预的响应更快， 如果这种方法同时强调O-S和O-P途径， 与单独的O-P通路相比;（2）MORPH干预是否加强了O-P通路的代表性。 P和O-S通路。我们将研究基于ERP的神经信号从词汇任务，收集了4倍以上的 为期5周的强化干预（MORPH、PHON、执行功能[EF]和数学干预）。我们 将使用机器学习和个体差异方法来评估O-P和O-S神经信号及其 轨迹在干预过程中，并了解这些神经信号之间的关系， 儿童RTI这一建议将有助于我们更好地了解预测儿童RTI的因素及其机制 不同的阅读干预。该奖学金将提供关键的研究和专业培训 有机会成为一名独立的翻译研究员。这包括获得设计经验 进行随机对照试验（RCT），并进行EEG/ERP方法学培训，包括机器 学习和多级混合建模分析技术。这一建议还涉及她的目标， 产生科学知识，可以帮助更好地识别和干预RD儿童。