Development of automatic orthographic processing skills: ERPs and behavior

自动正字处理技能的发展：ERP 和行为

• 批准号: 7305849
• 负责人: Donna J Coch
• 金额: $ 8万
• 依托单位: DARTMOUTH COLLEGE
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-07-06 至 2009-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7305849
• 关键词: 11 year old; 7 year old; Address; Adult; Behavior; Behavioral; Brain; Child; Development; Education; Educational Assessment; Educational process of instructing; Event-Related Potentials; Frequencies; Goals; Institutes; Knowledge; Lead; Learning; Masks; Measures; Methods; Nature; Numbers; Orthography; Outcome; Pattern; Process; Property; Reader; Reading; Reading Disabilities; Research; Risk; Schools; Score; Staging; Stimulus; Teaching Method; Testing; Time; Visual; Word Processing; base; behavior test; brain behavior; college; elementary school; indexing; relating to nervous system; science education; skills; statistics; university student

DESCRIPTION (provided by applicant): The broad, long-term objective of the proposed research is to increase fundamental knowledge about the nature and development of orthographic processing in reading at both the behavioral and neural levels. The development of automatic orthographic processing skills is critical to the development of fluency in reading and orthographic deficits can underlie reading disabilities, yet little is known about the normal development of these skills. The specific aim of the proposed research is to investigate various indices of automatic orthographic processing across the elementary school years and into college in order to explore correlations among disparate indices with a converging evidence approach. To investigate how words come to be processed automatically as special orthographic entities, event-related potentials (ERPs) will be recorded to high frequency words, pseudowords, nonwords, and control stimuli in a masking paradigm based on the classic Reicher-Wheeler paradigm in groups of 7-year-old beginning readers, 11-year-old theoretically newly fluent readers, and fluently reading college students. Accuracy on the masking task, amplitude of the N200 and N400 ERP components, and scores on standardized reading tests will be analyzed for evidence of developing automaticity in orthographic processing. Findings will speak to the possibility of using multiple indices to measure the development of automaticity in orthographic processing and to the developmental time course of specialized orthographic processing for words. Exploring measures of orthographic processing will lead to a better understanding of the development of orthographic skills, which in turn may lead to better methods for teaching and learning these skills and remediating these skills in children with orthographic deficits leading to reading disability. National statistics reveal that less than one-third of both fourth and eighth graders are reading at a proficient level (U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress, 2005 Reading Assessment). Research also shows that poor readers are at risk for a number of negative outcomes and that poor orthographic skills can underlie poor reading, but little is known about the typical development of these skills, particularly in terms of the brain. This study investigates specific orthographic skills in terms of both brain and behavior, with the goal of augmenting our understanding of orthographic development in ways that may eventually lead to better teaching and learning - and better reading in our schoolchildren.

描述(由申请人提供)：拟议研究的广泛、长期目标是在行为和神经水平上增加关于阅读中正字法加工的性质和发展的基础知识。自动正字法加工技能的发展对阅读流利性的发展至关重要，而正字法缺陷可能是阅读障碍的基础，但人们对这些技能的正常发展知之甚少。这项研究的具体目的是调查从小学到大学的各种自动正字法加工指标，以便用聚合证据的方法来探索不同指标之间的相关性。为了研究词汇作为特殊的正字法实体是如何被自动加工的，在经典Reicher-Wheeler范式的掩蔽范式下，事件相关电位(ERPs)被记录到高频词、假词、非词和控制刺激，其中包括7岁的初学者、11岁的理论上新流利的读者和流利阅读的大学生。对掩蔽任务的准确性、N200和N400事件相关电位成分的幅度以及标准化阅读测试的分数进行分析，以期找到正字法加工自动化的证据。研究结果将说明使用多个指数来衡量拼写加工的自动性发展的可能性，以及单词专门化拼写加工的发展时间进程。探索正字法加工的方法将有助于更好地理解正字法技能的发展，这反过来可能导致更好的方法来教授和学习这些技能，并纠正导致阅读障碍的正字法缺陷儿童的这些技能。国家统计数据显示，只有不到三分之一的四年级和八年级学生的阅读水平达到了熟练水平(美国教育部、教育科学研究所、国家教育统计中心、国家教育进步评估、2005年阅读评估)。研究还表明，糟糕的阅读能力有可能产生许多负面结果，而糟糕的拼写技能可能是糟糕阅读能力的基础，但人们对这些技能的典型发展情况知之甚少，特别是在大脑方面。这项研究从大脑和行为两个方面调查了具体的拼写技能，目的是通过最终可能导致更好的教和学--以及我们的学童更好的阅读--的方式，增强我们对拼写发展的理解。