ADOLESCENT LITERACY: CLASSIFICATION, MECHANISM, OUTCOME

这个子项目是许多利用 由NIH/NCRR资助的中心赠款提供的资源。子项目和 研究者（PI）可能从另一个NIH来源获得了主要资金， 因此可在其他CRISP条目中表示。所列机构为 研究中心，而研究中心不一定是研究者所在的机构。 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来检查非受损（NI）和阅读障碍（RD）儿童熟练阅读的神经回路。现在，从许多研究中得到的有力证据表明，至少有三个主要的神经系统为阅读服务，一个前系统和两个后回路;一个位于腹侧，另一个位于背侧。我们的横断面数据表明，枕颞（腹侧）区似乎与熟练的阅读。 随着年龄的增长（和技能），良好的读者显示相对巩固的大脑激活在这个枕颞部位的单词识别过程中，相反，穷人的读者表现出相对分离的大脑激活在几个神经区域在响应相同的任务。我们建议使用一个发展的纵向框架，以检查神经回路的阅读在NI和RD读者开始在7.5岁，并继续通过年龄13岁。我们的目标是描述好的和差的读者阅读的神经回路的发展，以确定不同神经系统之间的关系（前部、背部和腹侧）在不同年龄和不同技能水平的读者中，以确定早期大脑激活模式和行为，这些模式和行为预示着后来发展的相对巩固的神经网站的模式，识别，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（速率）缺陷的儿童。我们进一步寻求确定之间的关系，神经生物学指标和流畅性和自动性的行为措施，除了准确性和其他标准措施的阅读。从这项研究中获得的知识应导致更准确地了解熟练阅读的发展过程，并与它，有可能发现早期迹象的阅读障碍，早期干预，并制定更有针对性和有效的干预措施。

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 examine 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 should 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.