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Using Cognitive Neuroscience to Predict Dyslexia among Kindergarden Children

利用认知神经科学预测幼儿园儿童的阅读障碍

基本信息

批准号：
8774234
负责人：
JOHN GABRIELI
金额：
$ 58.2万
依托单位：
MASSACHUSETTS INSTITUTE OF TECHNOLOGY
依托单位国家：
美国
项目类别：
财政年份：
2011
资助国家：
美国
起止时间：
2011-01-10 至 2016-12-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8774234
关键词：
5 year old Achievement Age Auditory Base of the Brain Behavior assessment Behavioral Brain Brain imaging Brain region Child Child Development Classification Clinical Development Developmental reading disorder Diagnosis Diffusion Magnetic Resonance Imaging Dyslexia Early Intervention Early identification Education Enrollment Event-Related Potentials Failure Functional Magnetic Resonance Imaging Future Health Instruction Intervention Judgment Knowledge Language Lead Learning Learning Disabilities Left Letters Life Literature Longitudinal Studies Magnetic Resonance Imaging Measurement Measures Methods Modeling Multimodal Imaging Names Outcome Pattern Public Health Publishing Reader Reading Reading Disabilities Recruitment Activity Relative (related person)Research Risk Self Perception Sensitivity and Specificity Speech Sound Speed Staging Statistical Methods Stimulus Structure Students Testing Thick Translational Research Vocabulary base behavior measurement brain behavior cognitive neuroscience experience first grade follow-up gray matter high school improved innovation intervention program juvenile justice system kindergarten longitudinal design morphometry neuroimaging novel peer phonological awareness phonology prevent psychologic research study screening second grade social implication standardize measure statistics white matter

项目摘要

DESCRIPTION (provided by applicant): The long-term objective of this research is to understand the brain basis of developmental dyslexia, one of the most common specific learning disabilities, and to advance early identification of dyslexia so that early intervention can minimize the documented negative influence of dyslexia on student achievement, self-perception, and long-term life outcomes. Dyslexia typically results from a deficit in phonological awareness (the ability to manipulate speech sounds of language) that precedes and impairs learning to read, but the underlying cause of this deficit has not yet been determined. Neuroimaging methods, including event-related potentials (ERPs), functional magnetic resonance imaging (fMRI), and diffusion tensor imaging (DTI), have identified brain differences in children with dyslexia. Nearly all of these studies, however, involve older children with demonstrated reading failure, so two essential questions remain unanswered. First, what brain differences lead to dyslexia (i.e., are present in 5-year-old kindergartners prior to reading instruction in the 1st grade)? Second, can brain measures significantly enhance our ability to predict which pre- reading children at risk for dyslexia in kindergarten actually go on to become dyslexic by second grade? To answer these questions, we propose a longitudinal study that involves (1) screening 1000 pre-reading kindergartners to identify 120 children at risk for dyslexia and 60 children not at risk; (2) perform MRI, fMRI, DTI, and ERP experiments in these 180 kindergartners to identify brain differences in children with versus without risk for dyslexia; (3) longitudinally follow the language and reading development of these children to discover which at-risk children actually progress to dyslexia at the end of 2nd grade; and (4) use various statistical methods, including multivariate statistics, to improve the accuracy with pre-reading kindergartners can be identified as being at true risk for dyslexia. This study is novel in its multimodal imaging with young children, its longitudinal follow-up, and its translational health aim of developing methods to accurately identify young children at true risk for dyslexia so that such children can be offered early intervention to minimize their learning difficulties.

描述（由申请人提供）：本研究的长期目标是了解发展性阅读障碍（最常见的特定学习障碍之一）的大脑基础，并促进阅读障碍的早期识别，以便早期干预可以最大限度地减少已记录的阅读障碍对学生成绩、自我认知和长期生活结果的负面影响。阅读障碍通常是由于语音意识（操纵语言语音的能力）缺陷造成的，这种缺陷先于并损害学习阅读，但这种缺陷的根本原因尚未确定。神经影像学方法，包括事件相关电位（ERP）、功能磁共振成像（fMRI）和扩散张量成像（DTI），已经确定了阅读障碍儿童的大脑差异。然而，几乎所有这些研究都涉及患有阅读障碍的年龄较大的儿童，因此两个基本问题仍未得到解答。首先，哪些大脑差异会导致阅读障碍（即 5 岁幼儿园儿童在阅读一年级教学之前就存在这种差异）？其次，大脑测量是否可以显着增强我们预测哪些在幼儿园有阅读障碍风险的预读儿童到二年级时实际上会出现阅读障碍的能力？为了回答这些问题，我们提出了一项纵向研究，其中包括（1）对 1000 名预读幼儿园学生进行筛查，确定 120 名有阅读障碍风险的儿童和 60 名没有阅读障碍风险的儿童； (2) 在这 180 名幼儿园儿童中进行 MRI、fMRI、DTI 和 ERP 实验，以确定有阅读障碍风险的儿童与没有阅读障碍风险的儿童的大脑差异； (3) 纵向跟踪这些儿童的语言和阅读发展，以发现哪些高危儿童在二年级结束时实际上发展为阅读障碍； and (4) use various statistical methods, including multivariate statistics, to improve the accuracy with pre-reading kindergartners can be identified as being at true risk for dyslexia.这项研究的新颖之处在于其对幼儿的多模态成像、纵向随访以及其转化健康目标，即开发方法来准确识别处于阅读障碍真正风险的幼儿，以便为这些儿童提供早期干预，以尽量减少他们的学习困难。