Experiential and child factors that determine acquisition of orthographic-phonological regularities in a quasi-regular writing system: An integrated behavioral/computational/neurobiological approach

决定准规则书写系统中拼写语音规则习得的经验因素和儿童因素：综合行为/计算/神经生物学方法

• 批准号: 10397917
• 负责人: Donald L Compton
• 金额: $ 20万
• 依托单位: FLORIDA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-01-01 至 2021-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10397917
• 关键词: Academic achievement; Address; Adopted; Affect; Area; Behavioral; Child; Cognitive; Complex; Computer Models; Development; Diagnosis; Disabled Children; Educational Curriculum; Educational Intervention; Educational Models; Employment; Endogenous Factors; Etiology; Foundations; Generations; Goals; Health; Individual; Individual Differences; Institution; Instruction; Intervention; Knowledge; Learning; Learning Disabilities; Measures; Methods; Motivation; National Institute of Child Health and Human Development; Neurobiology; Neurocognitive; Orthography; Performance; Populations at Risk; Prevention; Process; Public Health; Quality of life; Reading; Reading Disabilities; Research; Research Personnel; Role; System; Talents; Work; Writing; base; cognitive skill; computer framework; experience; frontier; improved; innovation; next generation; novel; phonology; reading difficulties; remediation; social relationships; theories

Project Summary This P20 proposal responds to the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) invitation for LD Innovation Hubs, FOA (RFA-HD-17-003). This LD Hub specifically addresses the P20 FOA (RFA-HD-17-003) by addressing issues of etiology, manifestation, prevention, and remediation of RD and by explicitly responding to the FOA target area 3, “historically challenging, yet established, research topics involving populations at risk for or diagnosed with one or more LDs [in our case RD] where progress has been limited despite high public health need.” The overarching goal of this LD Hub project is to lay the foundation for a generation of research that situates educational practices (e.g., diagnosis, curriculum, instruction, & intervention) in a novel computational theory of individual development informed by state of the art computational modeling and neurobiological measures of development and learning, and conversely, that aligns these theories more closely with the challenges confronting educators of both typically developing (TD) children and more specifically children with reading disability (RD). The primary motivation for our Hub is the realization that the next frontier of scientific work in the field of RD must increase the understanding and integration of the neurobiological and cognitive underpinnings of word reading performance across the early elementary grade span with emphasis on factors that explain individual differences, elucidate the complex relationship between experience and an array of cognitive skills that represent RD, and inform effective instruction and remediation. The long-term goal of this LD Hub is to develop the next generation of scientifically informed word-reading interventions required to ameliorate the significant word reading deficits of RD children with the most intractable learning difficulties (i.e., nonresponders to effective instruction). Within this scientific framework computational modeling approaches serve a critical connective role in bridging educational and neurobiological advances. Our Hub therefore adopts an integrated approach to better understand the neurocognitive bases of individual differences in word reading development in an opaque and quasi-regular writing system, English. Specifically, our Hub brings together a diverse and talented group of researchers, mentees, and institutions to examine the experiential (exogenous) and child-specific (endogenous) factors that determine acquisition of orthographic-phonological (O-P) knowledge at different subword granularities using behavioral, computational modeling, and neurobiological methods. Findings will enrich understanding of the processes that influence individual differences in word reading development in TD and RD children and significantly inform the development of effective curriculums for children who struggle to learn to read.

项目摘要 这项P20提案是对尤尼斯·肯尼迪·施莱佛国家儿童健康和人类健康研究所（Eunice Kennedy Shriver National Institute of Child Health and Human LD创新中心FOA开发（NICHD）邀请函（RFA-HD-17-003）。这个LD集线器 通过解决病因学、表现、 预防和补救RD，并明确响应FOA目标领域3，“历史上 具有挑战性的，但已确立的研究课题，涉及有风险或被诊断患有一种或多种 LDs [在我们的情况下是RD]，尽管公共卫生需求很高，但进展有限。总体 这个LD Hub项目的目标是为一代研究奠定基础， 实践（例如，诊断，课程，教学和干预）在一个新的计算理论， 通过最先进的计算建模和神经生物学测量了解个人发展 发展和学习的理论，相反，这使这些理论与挑战更加紧密地联系在一起， 面对教育工作者的两个典型的发展（TD）儿童和更具体的儿童与 阅读障碍（RD）。我们中心的主要动机是认识到， RD领域的科学工作必须增加对神经生物学的理解和整合， 和认知基础的文字阅读表现在小学早期跨度， 强调解释个体差异的因素，阐明 经验和一系列的认知技能，代表RD，并告知有效的教学和 补救措施这个LD中心的长期目标是开发下一代科学知情的 需要采取文字阅读干预措施来改善患有RD的儿童严重的文字阅读缺陷 最难处理的学习困难（即，对有效指导无反应者）。在这个科学的 框架计算建模方法在连接教育和 神经生物学进展因此，我们的中心采用综合方法，以更好地了解 在一个不透明的和准规则的单词阅读发展的个体差异的神经认知基础 书写系统，英语。具体来说，我们的中心汇集了一个多元化和有才华的研究人员群体， 学员和机构审查经验（外源）和儿童特有（内源）因素 这决定了在不同子字粒度上获得拼写-语音（O-P）知识 使用行为、计算建模和神经生物学方法。调查结果将丰富 理解影响TD中单词阅读发展的个体差异的过程 和RD儿童，并为儿童的有效培训提供重要信息， 努力学习阅读。