ADOLESCENT LITERACY: CLASSIFICATION, MECHANISM, OUTCOME

这个子项目是许多研究子项目中利用 资源由NIH/NCRR资助的中心拨款提供。子项目和 调查员(PI)可能从NIH的另一个来源获得了主要资金， 并因此可以在其他清晰的条目中表示。列出的机构是 该中心不一定是调查人员的机构。 基于我们和其他人对阅读神经回路的了解，该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。来自多个研究方向的充分证据表明，至少有三个主要的神经系统为阅读提供服务，一个是前系统，另一个是两个后回路；一个位于腹侧，另一个位于背侧。我们的横断面数据表明，枕颞区(腹侧)似乎与熟练阅读有关。随着年龄的增长(和技能的提高)，好的读者在枕颞部的单词识别过程中表现出大脑激活的相对巩固；相比之下，阅读能力差的人表现出对同一任务做出反应的几个神经区域的大脑激活相对分离。我们建议使用发育纵向框架来检查NI和RD读者的神经回路，从7.5岁开始一直持续到13岁。我们的目标是确定好读者和差读者阅读神经回路的发展特点，确定不同年龄和不同技能读者不同神经系统(前部、背部和腹部)之间的关系，确定早期大脑激活模式和行为，这些模式和行为预示着单词识别神经部位相对巩固模式的后期发展，并确定阅读障碍亚型的神经生物学相关性：主要是语音缺陷的儿童，以及语音和快速命名(率)缺陷的儿童。我们进一步寻求确定神经生物学指标与流利性和自动性的行为测量之间的关系，以及准确性和其他标准阅读测量之间的关系。从这项研究中获得的知识应该有助于更准确地了解熟练阅读的发展过程，从而有可能发现阅读障碍的早期迹象，更早地进行干预，并制定更有针对性和更有效的干预措施。

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.