Reading Disability in Grades 3 - 8: Neurocognitive Fact*

3 - 8 年级阅读障碍：神经认知事实*

• 批准号: 7293640
• 负责人: MARTHA BRIDGE DENCKLA
• 金额: $ 166.72万
• 依托单位: HUGO W. MOSER RES INST KENNEDY KRIEGER
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-09-29 至 2011-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7293640
• 关键词: Achievement; Age; Attention deficit hyperactivity disorder; Behavioral; Characteristics; Child; Classification; Cognitive; Comorbidity; Comprehension; Data Set; Depth; Development; Disease; Glean; Goals; Institutes; Institution; Intervention; Knowledge; Laboratories; Learning; Maryland; Nature; Neurobiology; Neurocognitive; Prevalence; Process; Public Health; Reader; Reading; Reading Disabilities; Research; Research Personnel; Research Project Grants; Risk Factors; Services; Short-Term Memory; Testing; Text; Universities; processing speed; skills; success; teacher

DESCRIPTION (provided by applicant): The overarching goal of this Research Center is to examine the reading disabilities (RDs) present in children grades 3-8, including classification, identification, treatment, prevalence, neurocognitive characteristics, as well as the influence of comorbidities (Attention Deficit Hyperactivity Disorder; ADHD) on reading. While much is known about early reading development and disorders, there has been much less examination of reading and RDs past the early elementary grades. Therefore, there is a critical gap in knowledge about what it takes for a reader to be able to effectively glean information - or learn - from text, even though this is arguably the most important skill needed to achieve academic success after the 3rd grade. Our Research Center seeks to fill this critical gap in knowledge by bringing together a diverse and talented set of researchers and institutions (Kennedy Krieger Institute, Haskins Laboratories, Educational Testing Services (ETS), and University of Maryland) to conduct inter-related projects, the findings from which will allow us to gain a deep understanding of the neurobiological and behavioral processes that influence reading achievement past the early elementary grades. Our overarching hypothesis is that RDs past the early elementary years are heterogeneous in nature, caused by both "bottom up" and "top down" processes. Within this context, we propose projects that I) examine the neurobiological and behavioral development of word level efficiency, the relationship between word-level and text-level fluency and comprehension, and the influence of different textual demands upon comprehension; II) examine the validity of RTI as a way of identifying children with RDs, and to determine if there are neurocognitive indicators that predict intervention responsiveness; III) determine how the cognitive aspects of ADHD (processing speed, working memory) influence reading comprehension; and IV) to determine the prevalence of different subtypes of RDs by building upon the knowledge gained from Projects I, II, and III, as well as analyses of extant datasets. Thus, within the framework of Project IV, the projects of the Research Center converge in an endeavor that will have significant public health value. Knowing the common subtypes of RDs at what age, as well as the influence of ADHD, will help reveal what the instructional emphasis (es) should be for the older children in our nation, including what risk factors teachers should be looking for.

描述（由申请人提供）：本研究中心的总体目标是研究3-8年级儿童的阅读障碍（rd），包括分类，识别，治疗，患病率，神经认知特征，以及合并症（注意缺陷多动障碍；ADHD）对阅读的影响。虽然我们对早期阅读发展和阅读障碍了解很多，但对小学早期以后的阅读和阅读障碍的研究却少得多。因此，读者如何才能有效地从文本中收集信息（或学习），这是一个关键的知识缺口，尽管这可以说是三年级以后取得学业成功所需要的最重要的技能。我们的研究中心寻求通过汇集不同的和有才华的研究人员和机构（肯尼迪克里格研究所，哈斯金斯实验室，教育测试服务（ETS）和马里兰大学）进行相互关联的项目来填补这一关键的知识空白，这些研究结果将使我们能够深入了解影响小学早期阅读成绩的神经生物学和行为过程。我们的首要假设是，小学早期以后的rd在本质上是异质的，由“自下而上”和“自上而下”的过程引起。在此背景下，我们提出了以下项目：(1)研究单词水平效率的神经生物学和行为发展，单词水平和文本水平流畅性与理解之间的关系，以及不同文本需求对理解的影响；II)检验RTI作为一种识别rd儿童的方法的有效性，并确定是否存在预测干预反应的神经认知指标；III)确定ADHD的认知方面（处理速度、工作记忆）如何影响阅读理解；（四）根据项目一、项目二和项目三所获得的知识以及对现有数据集的分析，确定不同亚型rd的流行情况。因此，在项目四的框架内，研究中心的项目集中在一项具有重大公共卫生价值的努力中。了解在什么年龄段的常见的rd亚型，以及ADHD的影响，将有助于揭示我们国家的大孩子的教学重点应该是什么，包括教师应该寻找哪些风险因素。