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(申请人提供)：作为对这一RFA的响应，我们建议重点发现青少年识字的认知、行为和神经生物学机制，这些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之前的工作和我们团队在分类、神经生物学和识字纵向研究方面公认的优势，以解决这份RFA的两个首要问题：1.青少年阅读困难的特征是什么？2.影响识字率的因素如何随着时间的推移而变化？我们的研究策略使用了一项前瞻性的纵向研究设计，研究对象为大量人群，其特征很好地表现为学龄儿童，我们建议将他们作为青少年进行评估；表征阅读障碍(RD)亚型的经验衍生的成就和处理变量；最先进的功能和结构脑成像方法，与对干预的神经反应的评估相结合；以及多个领域的结果测量。我们设想这一项目将成为青少年识字网络其他成员的关键资源，这些成员更加重视干预研究。深入了解这些亚型、它们随时间的稳定性、对干预的神经生物学反应以及结果的决定因素，对于更好地理解、解释和更准确地针对青少年困境读者的特定亚群进行干预，以及为年轻的困境读者亚群制定预防方法，应该发挥关键作用。这项研究中使用的表征变量的利用和应用将使网络中的研究人员能够探索群体和治疗类型的交互作用，并更准确地确定特定群体的疗效，并将特定的治疗方法与特定的困境青少年读者群体相匹配。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)表征群体和类型的青少年挣扎读者中的脑行为关系，潜在的技能、补偿和持久性的大脑机制，以及对干预的反应；3)确定青春期RD的性质和决定因素以及青春期RD的后来结果。