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

项目摘要/摘要 基于解码的阅读障碍(RD，又称阅读障碍)，是一种具有困难的神经发育障碍 在阅读和拼写方面，大约有3%-10%的儿童受到影响。因为研发会带来负面后果 除了学业成就，如精神健康状况不佳，确定有效的阅读干预措施 是研究人员和教育工作者的高度优先事项。目前，以证据为基础的多成分干预措施 明确和系统的目标音标(音标，侧重于字母与声音的匹配)被认为是最重要的 对治疗RD有效。然而，高达30%的RD儿童仍在挣扎，需要更广泛的支持 检查超出电话范围的干预措施。新的研究表明，基于形态的 干预(变形，侧重于理解和识别单词的结构，如单词 词根、前缀和词缀)可以作为一种替代和补充策略。这个提议的项目， 利用资助的阅读干预计划，将检查基于事件相关电位(ERP)的神经 通过借鉴以下计算模型的见解，提供与干预响应(RTI)相关的信号 阅读(即，连接主义的三角形模型)。基于这一模型，我们预测电话干预将以 目标是正字法-音系学[O-P]途径，而形态干预主要针对正字法- 语义学[O-S]路径。我们还预测，变形干预会促进阅读能力的提高 主要依靠O-S(可能是补偿)机制来克服自己在 语音处理。具体地说，这一纵向项目旨在解决(1)患有RD的儿童是否 在基线上增强了O-S过程对电话和变形干预的反应更快，以及 如果这种方法同时强调O-S和O-P通路，那么这种反应是否会更大 与单独的O-P途径相比；(2)形态干预是否增强了O-P的表达。 P和O-S通路。我们将检查来自词汇任务的基于事件相关电位的神经信号，这些信号在 为期5周的强化干预(形态干预、电话干预、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 在干预过程中的轨迹，并了解这些神经信号和 儿童RTI。这一建议将有助于我们更好地了解预测儿童RTI的因素和机制 不同的阅读干预方式。该奖学金将提供重要的研究和专业培训。 成为一名独立翻译研究员的机会。这包括获得设计经验。 和进行随机对照试验(RCT)，以及脑电/事件相关电位(包括机器)的方法学培训 学习和多层次混合建模分析技术。这项提议还解决了她的目标 产生科学知识，帮助更好地识别和干预患有RD的儿童。

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.