READING OUTCOMES IN CHILDREN WITH VESTIBULAR LOSS

前庭丧失儿童的阅读结果

• 批准号: 10518407
• 负责人: Kristen L. Janky
• 金额: $ 18.61万
• 依托单位: FATHER FLANAGAN'S BOYS' HOME
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-12-01 至 2026-11-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10518407
• 关键词: Activities of Daily Living; Address; Adult; Affect; Attention; Auditory; Child; Cochlear Implants; Cognition; Cognitive; Cognitive deficits; Comprehension; Development; Eye Movements; Goals; Habilitation; Head; Head Movements; Impairment; Intervention; Language; Letters; Linguistics; Link; Modeling; Neuroanatomy; Outcome; Performance; Printing; Process; Qi; Quality of life; Reading; Rehabilitation therapy; Research; Sensory; Severities; System; Testing; Theoretical model; Time; Training; Vestibular loss; Vision; Visual; Visual Acuity; Visuospatial; Work; comorbidity; executive function; falls; hearing impairment; improved; language comprehension; large print; literacy; normal hearing; peer; phonology; programs; reading ability; reading comprehension; reading difficulties; resilience; scaffold; spatial memory; success; vestibulo-ocular reflex; visual tracking; way finding

PROJECT SUMMARY/ABSTRACT Reading Outcomes in Children with Vestibular Loss Vestibular loss can co-occur with hearing loss causing dual sensory deficits. Unfortunately, children with hearing loss are rarely assessed for vestibular loss. As a result, the impact of co-morbid vestibular loss in children with hearing loss is unknown, particularly on academic and cognitive outcomes. While vestibular loss has been speculated to affect reading outcomes in children (Braswell 2006a; Snashall 1983; Tomaz 2014), the extent to which vestibular loss affects reading outcomes and the association between vestibular loss and reading is not understood. Therefore, the purpose of this proposal is to investigate the relationship between reading outcomes and vestibular loss in children with hearing loss. The vestibular system is responsible for decoding head movement and eliciting eye movements in an equal and opposite direction to maintain steady vision. It is not surprising therefore that vestibular loss results in reduced dynamic visual acuity – the ability to see clearly during head movement – (Rine 2003; Janky 2015); however, children with vestibular loss and reduced dynamic visual acuity also have reduced reading acuity – the smallest print size that can be read – and require larger print size for reading compared to peers with normal hearing (Braswell 2006a). Thus, Aim 1 will test the hypothesis that vestibular loss results in visual acuity deficits due to vestibulo-ocular reflex and cognitive deficits, which could impact reading. Theoretically, the Simple View of Reading (Gough 1986) suggests that reading comprehension can be explained by decoding and language comprehension abilities; however, these two factors do not account for all the variance in reading comprehension (Aaron 1999). In children with hearing loss, reading is affected by language, phonological processing, and auditory access; however, these factors alone do not fully explain the variance. Aim 2 will test the hypothesis that after controlling for variables known to contribute to reading performance (i.e., language, phonological processing, auditory access, etc.), vestibular loss will account for a significant amount of the variance in reading outcomes. The long-term goals of this research program are to define the developmental and academic impact of comorbid vestibular loss and then develop rehabilitative strategies that mitigate negative outcomes. The proposed work will provide a better understanding of vestibular loss as a contributing factor to reading difficulties for children with hearing loss, where previously only the effects of hearing loss have been considered. The proposed work will improve the scientific understanding of reading deficits in children with hearing loss and could lead to new rehabilitative interventions for reading in children with hearing loss by considering vestibular loss, a factor that has until now been ignored. A scaffolded training plan has been devised to enhance my understanding of literacy outcomes in children with hearing loss, cognition, neuroanatomy, development, and the ability to incorporate eye tracking to address the hypotheses.

项目总结/摘要 前庭功能丧失儿童的阅读结果 前庭损失可与听力损失同时发生，导致双重感觉缺陷。不幸的是， 听力损失很少被评估为前庭损失。因此，儿童共病前庭功能丧失的影响 听力损失的影响是未知的，特别是在学术和认知结果方面。虽然前庭功能丧失 推测影响儿童阅读结果（Braswell 2006 a; Snashall 1983; Tomaz 2014）， 前庭功能丧失影响阅读结果，前庭功能丧失与阅读之间的关系不是 明白因此，本研究的目的是探讨阅读结果之间的关系 听力损失儿童的前庭损伤。前庭系统负责解码头部 运动，并引起眼睛在相等和相反的方向上运动，以保持稳定的视力。不 因此，令人惊讶的是，前庭丧失导致动态视敏度降低-在视觉期间清楚地看到的能力。 头部运动-（Rine 2003; Janky 2015）;然而，前庭丧失和动态视觉降低的儿童 敏锐度也降低了阅读敏锐度-可以阅读的最小打印尺寸-并需要更大的打印尺寸 与听力正常的同龄人相比，阅读能力更差（Braswell 2006 a）。因此，目标1将检验以下假设： 由于前庭眼反射和认知缺陷，前庭丧失导致视力缺陷，这可能 影响阅读。从理论上讲，阅读的简单观点（Gough 1986）表明，阅读理解 可以用解码和语言理解能力来解释;然而，这两个因素并不能解释 阅读理解中的所有差异（Aaron 1999）。对于听力损失的儿童，阅读受到以下因素的影响： 语言，语音处理和听觉通路;然而，这些因素本身并不能完全解释 方差目标2将检验假设，即在控制了已知有助于阅读的变量后， 性能（即，语言、语音处理、听觉通路等），前庭功能丧失会导致 阅读结果的显著差异。这项研究计划的长期目标是 定义共病前庭功能丧失对发育和学业的影响， 减少负面结果的策略。拟议的工作将提供一个更好的理解前庭 听力损失是导致听力损失儿童阅读困难的一个因素，而以前只有听力损失的影响， 听力损失的原因。本文的工作将有助于提高对阅读的科学认识 听力损失儿童的缺陷，并可能导致新的康复干预儿童阅读， 听力损失，考虑前庭损失，一个因素，直到现在一直被忽视。一个框架式的训练计划 旨在增强我对听力损失儿童识字结果的理解，认知， 神经解剖学，发展，并结合眼动追踪的能力，以解决假设。