YALE CENTER FOR THE: LEARNING & ATTENTION

本子项目是利用由NIH/NCRR资助的中心赠款提供的资源的众多研究子项目之一。子项目和研究者（PI）可能已经从另一个NIH来源获得了主要资金，因此可以在其他CRISP条目中表示。列出的机构是中心的，不一定是研究者的机构。基于我们和其他人对阅读神经回路的了解，本项目的目标是使用发育纵向框架和功能磁共振成像（fMRI）来检查非受损儿童（NI）和阅读障碍儿童（RD）的熟练阅读神经回路。现在，来自许多研究领域的有力证据表明，至少有三个主要的神经系统负责阅读，一个前回路和两个后回路；一个在腹侧，另一个在背侧。我们的横断面数据表明枕颞（腹侧）区似乎与熟练阅读有关。随着年龄（和技能）的增长，好的阅读者在单词识别过程中表现出相对巩固的大脑激活。相比之下，阅读能力差的人在面对同样的任务时，大脑中几个神经区域的活动相对分离。我们建议使用发展纵向框架来检查NI和RD读者的阅读神经回路，从7.5岁开始，一直持续到13岁。我们的目标是描述阅读能力好的读者和阅读能力差的读者的神经回路的发展特征，确定不同年龄和不同技能水平的读者的不同神经系统（前侧、背侧和腹侧）之间的关系，确定早期的大脑激活模式和行为，这些模式和行为预示着单词识别神经位点的相对巩固模式的后期发展。并确定阅读障碍亚型的神经生物学相关性：主要有语音缺陷的儿童和语音和快速命名（速度）缺陷的儿童。我们进一步试图确定神经生物学指标与流畅性和自动性行为指标之间的关系，以及准确性和其他标准阅读指标。从这项研究中获得的知识将使我们更准确地了解熟练阅读的发展过程，并有可能发现阅读障碍的早期迹象，更早地进行干预，并制定更有针对性和更有效的干预措施。

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. Building on what we and others have learned about the neural circuitry for reading, the goal of this Project is to use a developmental longitudinal framework and fMRI to examine the neural circuitry for skilled reading in non-impaired (NI) and in reading disabled (RD) children. Good evidence from a number of lines of investigation now indicates that there are at least three major neural systems serving reading, an anterior system and two posterior circuits; one which is more ventral and another, located more dorsally. Our cross-sectional data suggest that the occipito-temporal (ventral) area appears to be related to skilled reading. With increasing age (and skill), good readers show relative consolidation of brain activation during word identification at this occipito-temporal site; in contrast, poor readers demonstrate relative dissociation of brain activations across several neural areas in response to the same task. We propose to use a developmental longitudinal framework to examin e the neural circuitry for reading in NI and RD readers beginning at age 7.5 years and continuing through age 13 years. Our objectives are to characterize the development of the neural circuitry for reading in good and in poor readers, to determine the relationship between and among the different neural systems (anterior, dorsal and ventral) at different ages and in readers of varying levels of skills, to determine the early brain activation patterns and behaviors that presages the later development of patterns of relative consolidation of neural sites for word identification, and to determine neurobiologic correlates of subtypes of reading disability: children with primarily phonologic deficits and children with both phonologic and rapid naming (rate) deficits. We further seek to determine the relationship between neurobiologic indices and behavioral measures of fluency and automaticity, in addition to accuracy and other standard measures of reading. Knowledge gained from this study s hould lead to more precise understanding of the developmental course of skilled reading and with it, the potential to detect the early indications of a reading disability, to intervene earlier and to develop more targeted and effective interventions.