READING DEVELOPMENT + READING DISABILITY: A CROSS LINGUISTIC, LONGITUDINAL STUDY

我们设计了一项纵向研究来检查阅读(在典型的发展中和阅读障碍中 儿童)在习得过程中的关键时刻，在读者学习不同的拼写系统中 深度：芬兰语、英语和普通话。我们之前的英语横断面研究表明 确定了神经生物学和行为轨迹中与年龄和能力相关的差异； 拟议的纵向研究旨在更好地了解神经认知因素。 对观察到的正常发育和阅读障碍学生阅读技能的差异负责 并考察书写系统对这些差异的影响。为此，我们将监测 在儿童最初(5至8岁)获得该代码期间和在获得 中等水平的读者(8至11岁)的流利程度。在每个纵向上发展熟练程度 样本将用普通心理测量学、适应性学习和神经生物学(事件相关电位和功能磁共振)进行评估。 措施，以便获得的技能、认知处理和皮质组织之间的关系可以 被追踪到了。

We have designed a longitudinal study to examine reading (in typically developing and reading disabled children) at critical points during its acquisition in readers learning writing systems that vary in orthographic depth: Finnish, English, and Mandarin Chinese. Our previous cross sectional research in English has identified age- and ability-related differences in both neurobiological and behavioral trajectories; the proposed longitudinal study is aimed at gaining a better understanding of the neurocognitive factors responsible for the observed divergences in the reading skills of normally developing and reading disabled cohorts, and to examine the influence of writing system on these divergences. To that end, we will monitor development during children's initial acquisition of the code (ages 5 to 8 years) and during the attainment of fluency by intermediate level readers (ages 8 to 11 years). Developing proficiency in each longitudinal sample will be assessed with common psychometric, adaptive learning, and neurobiological (ERP and fMRI) measures so that relationships among attained skills, cognitive processing, and cortical organization can be tracked.