A Comparison of the Neuro-developmental Basis of Reading in Two Writing Systems

描述（由申请人提供）：虽然成功的阅读对儿童的教育和社会发展至关重要，但很少有研究探讨阅读的神经表征及其在早期发展阶段的认知和感觉技能。我们提出了一项为期3年的纵向研究，使用功能磁共振成像结合电池的心理教育评估，调查功能神经解剖学的阅读收购典型的发展单语英语为母语的第一至第二和第三年级。在英语阅读者中，我们预测左侧梭状回、上级颞叶回和额下回的活动受年龄的影响。此外，我们将在这三个时间点对这些英语使用者和中国大陆的单语汉语使用者进行直接比较，以检查正字法对阅读习得相关脑区的影响。由于字母和语标书写系统对语音、拼写、形态和语义过程有不同的要求，这样的比较将使我们能够识别普遍的阅读的神经基础，以及每种书写系统特有的大脑活动。成人数据表明，汉字处理，使更大的需求，双边梭状回和左额中回，但不从事左上级颞回，通常是在英语发言者。为了检验这些差异，将在两个国家采用可比较的实验方法来评估各种阅读相关行为和有助于这些技能的大脑活动。阅读增长的神经相关性将使用涉及文字阅读和感觉运动技能的任务进行评估。在这些范例中测量的任务相关活动将使用组内和组间分析进行评估，以分别评估开发和正字法的影响，以及它们的相互作用。任务相关活动与行为测量表现之间的相关性，特别是单词识别和快速命名，将进一步帮助描述支持这些不同书写系统中阅读的技能的神经相关性。本研究结果将为比较阅读障碍提供规范性数据。公共卫生相关性这项工作将提供新的洞察神经相关的正常阅读发展在不同的书写系统，因为这些是必不可少的阅读发展障碍的调查。

DESCRIPTION (provided by applicant): Although successful reading is critical to the educational and social development of children, few studies have explored the neural representation of reading and its constituent cognitive and sensory skills during the early stages of development. We propose a 3-year longitudinal study using fMRI in conjunction with a battery of psychoeducational assessments to investigate the functional neuroanatomy of reading acquisition in typically developing monolingual English speakers from the 1st to 2nd and on to the 3rd grade. In readers of English we predict left fusiform, superior temporal, and inferior frontal gyri activity to be modulated by age. In addition, we will make direct comparisons between these English speakers and monolingual Mandarin Chinese speakers in mainland China at these three time points, to examine the effects of orthography on the brain areas involved in reading acquisition. As alphabetic and logographic writing systems place different demands on phonological, orthographic, morphological and semantic processes, such comparisons will allow us to identify the neural basis of reading that is universal, as well as brain activity specific to each writing system. Adult data suggest that Chinese character processing makes greater demands on bilateral fusiform and left middle frontal gyri, but does not engage left superior temporal gyrus as is typically reported in English speakers. To test for these differences, comparable experimental approaches will be employed in both countries to assess a variety of reading-related behaviors and brain activity subserving these skills. Neural correlates of reading growth will be assessed using tasks that involve word reading and sensorimotor skills. Task-related activity measured during these paradigms will be evaluated using within- and between-group analyses to evaluate the effect of development and orthography, respectively, as well as their interactions. Correlations between task-related activity and performance on behavioral measures, particularly word recognition and rapid naming, will further help delineate the neural correlates of skills that support reading in these different writing systems. The result will provide normative data by which to compare disordered reading. PUBLIC HEALTH RELEVANCE This work will provide novel insight into the neural correlates of normal reading development in different writing systems, as these are essential to the investigation of disorders of reading development.