READING DEVELOPMENT + READING DISABILITY: A CROSS LINGUISTIC, LONGITUDINAL STUDY

阅读发展阅读障碍：跨语言、纵向研究

• 批准号: 8300016
• 负责人: Kenneth R. Pugh
• 金额: $ 26.01万
• 依托单位: HASKINS LABORATORIES, INC.
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-05-01 至 2012-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8300016
• 关键词: Accounting; Age; Americas; Area; Behavior; Behavioral; Behavioral Research; Child; Chinese People; Code; Cognitive; Development; Disabled Children; Disabled Persons; Failure; Finland; Functional Magnetic Resonance Imaging; Genetic; Goals; Individual; Investigation; Knowledge; Language; Learning; Left; Letters; Linguistics; Longitudinal Studies; Maps; Measurement; Measures; Modeling; Monitor; Nature; Neurobiology; Neurocognitive; Orthography; Printing; Process; Psychometrics; Reader; Reading; Reading Disabilities; Research; Sampling; Shorthand; Specificity; Speech; System; Variant; Visual; Writing; base; behavior measurement; cohort; design; disability; longitudinal design; phonology; skill acquisition; skills; sound

We have designed a longitudinal study to examine reading (in typically developing and reading disabled children) at critical points during its acquisition in readers learning writing systems that vary in orthographic depth: Finnish, English, and Mandarin Chinese. Our previous cross sectional research in English has identified age- and ability-related differences in both neurobiological and behavioral trajectories; the proposed longitudinal study is aimed at gaining a better understanding of the neurocognitive factors responsible for the observed divergences in the reading skills of normally developing and reading disabled cohorts, and to examine the influence of writing system on these divergences. To that end, we will monitor development during children's initial acquisition of the code (ages 5 to 8 years) and during the attainment of fluency by intermediate level readers (ages 8 to 11 years). Developing proficiency in each longitudinal sample will be assessed with common psychometric, adaptive learning, and neurobiological (ERP and fMRI) measures so that relationships among attained skills, cognitive processing, and cortical organization can be tracked.

我们设计了一项纵向研究，以检查阅读（在典型的发展和阅读障碍 儿童）在其习得过程中的关键点在读者学习书写系统，在正字法不同 深度：芬兰语、英语和汉语普通话。我们之前的英语横向研究 在神经生物学和行为轨迹方面确定了与年龄和能力相关的差异; 一项纵向研究旨在更好地了解神经认知因素 负责观察到的正常发展和阅读障碍的阅读技能的差异 的队列，并探讨这些分歧的影响，书写系统。为此目的，我们将监测 在儿童最初获得《法典》（5至8岁）期间和 中级水平读者（8至11岁）的流畅性。发展每个纵向的熟练程度 样本将采用常见的心理测量、适应性学习和神经生物学（ERP和fMRI）进行评估 测量，以便获得的技能，认知处理和皮层组织之间的关系可以被 追踪.