Mechanisms underlying reading avoidance in children with reading difficulties.

项目总结 这一领域的拨款将探索阅读背后的信息处理(IP)机制 阅读障碍(RD)青少年的回避。对于患有RD的儿童，在 随着时间的推移，一项特定的学术技能(单词解码)可以影响许多领域，包括教育和 职业成就和心理健康。导致这些损伤的一个主要因素是减少 阅读实践限制了教育机会，造成了一连串的负面结果。打断这一切 CASCADE需要干预措施来解决这样一个事实，即许多患有RD的儿童即使在 他们从有效的阅读干预中获得了必要的解码技能。这笔赠款旨在 确定RD儿童避免阅读的潜在机制。 回避及其潜在机制在心理健康方面已有很好的特点，特别是在 焦虑。在这些模型中，三种信息处理(IP)偏向于威胁驱动回避和后续 焦虑：注意力偏向、联想学习和自动行动倾向。这些IP偏向可能是 与阅读回避和随后的阅读焦虑有关：与阅读相关的刺激可能会唤起最初的 过度警惕之后是脱离(注意力偏向，目标1a)，习得恐惧反应(联想 学习，目标1b)和疏远行动(自动行动倾向，目标1c)。而这些 恋爱关系已经确认为焦虑，它们还需要在研发中进行测试(目标2)。 在这项建议中，我们的目标是测试患有RD的儿童是否表现出与阅读相关的IP偏见 有助于避免阅读和阅读焦虑。我们将招募10-12岁患有RD(N=60)的儿童 无RD组(N=60)。参与者将完成评估IP偏差的实验任务(注意偏差， 联想学习、自动行动倾向)、自我和父母报告的阅读避免措施和 阅读焦虑，以及标准化的阅读评估。如果成功，这项工作可能代表着一项重要的 在了解潜在的阅读避免机制方面向前迈进一步，并向针对IP的干预措施提供信息 可以增强和改善现有阅读干预的长期效果的偏见。 该项目具有很高的即时翻译潜力，并与NICHD的Child紧密结合 发展与行为分部的研究重点：“使用神经认知风险/保护因素 有针对性的治疗战略“。研究团队体现了一种跨学科的协作方法， 跨越学习障碍和儿童心理健康领域的桥梁，这些领域传统上仍然相当 分开。作为该领域目标的核心，本科生将成为研究团队不可或缺的成员， 接受临床研究和协作团队科学技能方面的强化培训。

PROJECT SUMMARY This AREA grant will explore information processing (IP) mechanisms underlying reading avoidance in youth with a specific learning disorder in reading (RD). For children with RD, weaknesses in a specific academic skill (word decoding) can impact many domains over time, including educational and occupational attainment and mental health. A major contributing factor to these impairments is reduced reading practice which limits educational access causing a cascade of negative outcomes. Interrupting this cascade requires interventions that address the fact that many children with RD avoid reading even after they have acquired the necessary decoding skills from effective reading interventions. This grant aims to identify mechanisms underlying reading avoidance in children with RD. Avoidance and its underlying mechanisms have been well-characterized in mental health, particularly in anxiety. In these models, three information-processing (IP) biases to threat drive avoidance and subsequent anxiety: attention bias, associative learning, and automatic action tendencies. These IP biases could be related to reading avoidance and subsequent reading anxiety: reading-related stimuli may evoke initial hypervigilance followed by disengagement (attention bias, Aim 1a), learned fearful responses (associative learning, Aim 1b), and distancing actions (automatic action tendencies, Aim 1c) in youth with RD. While these relationships are confirmed for anxiety, they have yet to be tested in RD (Aim 2). In this proposal, we aim to test whether children with RD exhibit reading-related IP biases that contribute to reading avoidance and reading anxiety. We will recruit children ages 10-12 with RD (N=60) and without RD (N=60). Participants will complete experimental tasks assessing IP biases (attention bias, associative learning, automatic action tendencies), self- and parent-report measures of reading avoidance and reading anxiety, and standardized reading assessments. If successful, this work could represent a significant step forward in understanding mechanisms underlying reading avoidance, and inform interventions to target IP biases that could augment and improve long-term effects of existing reading interventions. This project has high and immediate translational potential, and aligns closely with NICHD’s Child Development and Behavior branch’s research priority: “Use of neurocognitive risk/protective factors to inform targeted treatment strategies”. The research team exemplifies an interdisciplinary collaborative approach that bridges across the learning disabilities and child mental health fields which have traditionally remained quite separate. Central to AREA goals, undergraduate students will be integral members of the research team, receiving intensive training in clinical research and collaborative team science skills.