Neurocognitive Basis of Language Comprehension in Children with Dyslexia

发育性阅读障碍是一种无法解释的学习阅读困难，影响大约10- 占所有儿童的12%。阅读困难症的特征是阅读障碍导致解码速度更慢、更不准确， 充分阅读理解的重要前提，是阅读的总体目标。随着孩子们的进步 在学校里，当教学重点从“学会阅读”转向“阅读来学习”时，阅读理解 对学术成功的影响越来越大。尽管我们已经知道了很多关于神经认知基础的知识 阅读障碍患者的单字解码受损，对阅读受损的神经认知基础知之甚少 阅读障碍患者的理解能力。这是知识上的一大差距，因为这是理解障碍 这是阅读障碍儿童在整个教育过程中最大的负担。以概念框架为指导 在阅读的简单观点中，目前的建议将通过研究神经和认知来解决这一差距 阅读障碍儿童(Dys)及其典型发育同龄人(TYP)阅读理解成分的研究 我将招收年龄、性别和父母教育相匹配的30名Typ和30 Dys二、三年级儿童 级别。将通过口语、阅读和认知技能测试对所有儿童进行综合评估。 还将收集结构和功能磁共振成像数据。我会检查一下结构 听力理解和解码的基础，并观察它们在类型和类型之间的差异。这就做 儿童听理解和解码任务中脑功能激活与失灵的关系 阅读理解成绩分别为Dys和Typ。最后，我将测试认知能力和 语言因素和大脑结构在解码和阅读之间的联系中起中介作用 两组人的理解是不同的。从这个项目中获得的知识将提供更好的 了解阅读困难患者阅读理解技能的差异，并潜在地为评估和 对阅读困难和理解不良儿童的补救努力。拟议的研究将提供充足的 通过推进以下内容完成团契培训目标的机会：1)概念性理解 语言发展和理解，2)高级行为和神经成像方面的技术专长 方法，以及3)如何帮助患有发育性语言障碍的儿童的翻译知识 临床环境。

Developmental dyslexia (dyslexia) is an unexplained difficulty in learning to read, affecting approximately 10- 12% of all children. Dyslexia is characterized by deficits that result in slower and less accurate decoding, important prerequisites for adequate reading comprehension, the overall goal of reading. As children progress in school, when instructional focus shifts from “learning to read” to “reading to learn,” reading comprehension becomes increasingly critical to academic success. Although much is known about the neurocognitive basis of impaired single-word decoding in dyslexia, very little is known about the neurocognitive basis of impaired reading comprehension in dyslexia. This is a major gap in knowledge, as it is the comprehension impairment that places the greatest burden on children with dyslexia throughout their education. Guided by the conceptual framework of the Simple View of Reading, the current proposal will address this gap by investigating the neural and cognitive components of reading comprehension in children with dyslexia (Dys) and their typically developing peers (Typ). I will recruit 30 Typ and 30 Dys second and third grade children, matched in age, gender, and parental education levels. All children will be comprehensively assessed using tests of oral language, reading, and cognitive skills. Structural and functional magnetic resonance imaging data will also be collected. I will examine the structural substrates of listening comprehension and decoding, and observe how they vary between Typ and Dys. I will relate functional brain activation during listening comprehension and decoding tasks to children’s out-of-scanner reading comprehension performance separately in Dys and Typ. Finally, I will test whether cognitive and linguistic factors, as well as brain structure, mediate the association between decoding and reading comprehension differently across the two groups. Knowledge gained from this project will provide a better understanding of variation in reading comprehension skills in dyslexia, and potentially inform assessment and remediation efforts for children with dyslexia and poor comprehension. The proposed study will provide ample opportunities to complete the fellowship training goals by advancing the following: 1) conceptual understanding of language development and comprehension, 2) technical expertise in advanced behavioral and neuroimaging methods, and 3) translational knowledge of how children with developmental language disorders are helped in clinical settings.