Adolescent Literacy: Classification, Mechanism, Outcome

青少年识字：分类、机制、结果

• 批准号: 6739867
• 负责人: BENNETT A SHAYWITZ
• 金额: $ 83.05万
• 依托单位: YALE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-07-19 至 2009-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6739867
• 关键词: academic achievement; adolescence (12-20); behavioral /social science research tag; brain electrical activity; brain imaging /visualization /scanning; brain morphology; clinical research; cognition; comprehension; experience; functional magnetic resonance imaging; human subject; learning disorders; longitudinal human study; magnetoencephalography; middle childhood (6-11); morphometry; neuropsychology; psychometrics; reading; reading disorder; social behavior; thinking

DESCRIPTION (provided by applicant): Responsive to this RFA, we propose to focus on the discovery of cognitive, behavioral, and neurobiological mechanisms underlying adolescent literacy that can facilitate identification, prevention and remediation of adolescent reading difficulties. Our approach is to extend our previous work and our group's acknowledged strengths in classification, neurobiological, and longitudinal studies of literacy to address the two overarching questions of this RFA: 1. What characterizes adolescent struggling readers? and 2. How do factors affecting literacy change over time? Our research strategy uses a prospective longitudinal study design of a large population, well characterized as young school-age children and whom we propose to assess as adolescents; achievement and processing variables characterizing empirically-derived subtypes of reading disability (RD); state-of-the-art functional and structural brain imaging methodologies integrated with assessment of neural response to an intervention; and measures of outcome in multiple domains. We envision this project serving as a pivotal resource to other members of the adolescent literacy network who are more emphasizing intervention studies. In-depth knowledge of the subtypes, their stability over time, neurobiological response to intervention, and determinants of outcome should play a critical role in better understanding, interpreting, and more precisely targeting interventions for specific subgroups of adolescent struggling readers and developing prevention approaches for subgroups of younger struggling readers. Utilization and application of the characterization variables used in this study will allow investigators in the network to probe group- and type-by-treatment interactions and to more precisely determine the efficacy of, and match specific treatments to, specific groups of struggling adolescent readers. The sample, measures and longitudinal framework allow us to address three inter-related specific aims: 1) To identify and determine the temporal stability of subgroups and subtypes of adolescent RD; 2) To characterize brain-behavior relationships in groups and types of adolescent struggling readers, brain mechanisms underlying skill, compensation and persistence, and response to intervention in adolescents with RD; and 3) To determine the nature and determinants of outcome in adolescence of childhood RD and the later outcome of adolescent RD.

描述（由申请人提供）：响应这个RFA，我们建议专注于发现青少年识字的认知，行为和神经生物学机制，可以促进青少年阅读困难的识别，预防和补救。我们的方法是扩展我们以前的工作和我们小组在分类，神经生物学和识字纵向研究方面公认的优势，以解决RFA的两个首要问题：1。青春期挣扎的读者有什么特点？和2.影响识字率的因素如何随时间变化？我们的研究策略采用了一个前瞻性的纵向研究设计的一个大的人口，以及特点是年轻的学龄儿童，我们建议评估为青少年;成就和处理变量的特点，从解剖学衍生亚型的阅读障碍（RD）;国家的最先进的功能和结构脑成像方法，与评估的神经反应的干预;以及多个领域的成果衡量标准。我们设想这个项目作为一个关键的资源，以其他成员的青少年识字网络谁是更强调干预研究。深入了解的亚型，他们的稳定性随着时间的推移，神经生物学反应的干预，和结果的决定因素应发挥关键作用，更好地理解，解释，更准确地针对特定亚组的青少年挣扎读者的干预措施，并制定预防方法的年轻挣扎读者的亚组。本研究中使用的特征变量的利用和应用将使网络中的研究人员能够探测组和类型的治疗相互作用，并更精确地确定疗效，并匹配特定的治疗，特定群体的挣扎青少年读者。样本、测量和纵向框架使我们能够解决三个相互关联的具体目标：1）识别和确定青少年RD亚组和亚型的时间稳定性：2）表征青少年阅读困难群体和类型的脑-行为关系，技能、补偿和持久性的脑机制，以及RD青少年对干预的反应;（3）确定儿童期RD在青春期的结果和青少年期RD的后期结果的性质和决定因素。