Adolescent Literacy: Classification, Mechanism, Outcome

描述（由申请人提供）：针对这一RFA，我们建议将重点放在发现青少年读写能力的认知、行为和神经生物学机制上，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，以解决这个RFA的两个首要问题：1。青春期挣扎的读者有什么特点？和2。影响读写能力的因素是如何随时间变化的？我们的研究策略是采用前瞻性纵向研究设计，研究对象是大量的学龄儿童，我们建议将他们作为青少年进行评估；表征经验衍生阅读障碍亚型（RD）的成就和加工变量；最先进的功能和结构脑成像方法与评估神经反应的干预；在多个领域衡量结果。我们设想这个项目将成为青少年扫盲网络中其他更强调干预研究的成员的关键资源。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和结果的决定因素，应该在更好地理解、解释和更精确地针对青春期挣扎读者的特定亚群的干预措施以及为年轻挣扎读者的亚群制定预防方法方面发挥关键作用。本研究中使用的特征变量的使用和应用将允许网络中的研究人员探索群体和治疗类型的相互作用，并更精确地确定特定群体的效果，并将特定治疗与特定群体的挣扎青少年读者相匹配。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亚群和亚型的时间稳定性；2)了解青少年阅读困难群体和类型的脑行为关系、阅读困难的脑机制、潜在技能、代偿和持续性以及对干预的反应；3)确定儿童期RD和青少年期RD结局的性质和决定因素。

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.