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)：该研究中心的首要目标是研究3-8年级儿童的阅读障碍，包括分类、识别、治疗、患病率、神经认知特征，以及共病(注意力缺陷多动障碍；ADHD)对阅读的影响。虽然对早期阅读发展和阅读障碍的了解很多，但对早期小学年级以后的阅读和RDS的检查要少得多。因此，关于读者需要什么才能有效地从文本中收集信息或学习，尽管这可以说是三年级后取得学业成功所需的最重要的技能，但在知识方面存在着严重的差距。我们的研究中心致力于填补这一关键的知识空白，将一批不同的、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)聚集在一起，开展相互关联的项目，其结果将使我们能够深入了解影响小学早期阶段阅读成绩的神经生物学和行为过程。我们的主要假设是，过去的早期小学阶段的RDS本质上是不同的，既有“自下而上”的过程，也有“自上而下”的过程。在此背景下，我们提出了以下项目：i)考察单词水平效率的神经生物学和行为发展，单词水平和语篇水平的流利性和理解力之间的关系，以及不同文本需求对理解的影响；ii)检查RTI作为识别RDS儿童的一种方式的有效性，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(加工速度、工作记忆)如何影响阅读理解；以及IV)通过建立从项目I、II和III获得的知识以及对现有数据集的分析，确定不同类型RDS的患病率。因此，在项目IV的框架内，研究中心的项目汇聚在一项将具有重大公共卫生价值的努力中。了解RDS的常见亚型以及ADHD的影响，将有助于揭示我国应该对年龄较大的儿童进行哪些教育重点，包括教师应该寻找哪些危险因素。