Tracking neurocognitive changes during evidence-based reading instruction in typically and atypically developing children

跟踪典型和非典型发育儿童的循证阅读教学期间的神经认知变化

• 批准号: 9384624
• 负责人: Kenneth R. Pugh
• 金额: $ 57.12万
• 依托单位: HASKINS LABORATORIES, INC.
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-11 至 2022-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9384624
• 关键词: Address; Aftercare; Anterior; Area; Attention; Base of the Brain; Behavioral; Brain; Brain region; Cereals; Child; Code; Computer Assisted; Control Groups; Data; Development; Dimensions; Disabled Children; Evidence based treatment; Functional Magnetic Resonance Imaging; Growth; Home environment; Hour; Individual Differences; Instruction; Intervention; Language; Language Development; Learning; Left; Measures; Monitor; Morphology; Near-Infrared Spectroscopy; Neurocognitive; Orthography; Outcome; Pattern; Performance; Reader; Reading; Reading Disabilities; Research; Schools; Semantics; Site; Speech; Standardization; System; Testing; Time; Training; Training Programs; Treatment outcome; Variant; Work; base; behavior measurement; brain behavior; brain pathway; cognitive control; cognitive testing; cohort; evidence base; executive function; flexibility; insight; literacy; neural model; neurobiological mechanism; neuroimaging; phonology; programs; reading difficulties; relating to nervous system; remediation; response; second grade; skills; sound; spectroscopic imaging; treatment effect; treatment group; treatment program; treatment response

Treatment studies have shown pre to post changes in reading circuits with evidence based remediation of reading disability, establishing the neural signature of successful treatment outcome. However, insight into the neurobiological mechanisms by which treatment produces these consequences/outcome requires monitoring modulations of key brain regions throughout the course of treatment and such data are lacking. Moreover, in any cohort some RD children with highly similar profiles on standardized testing at the beginning of intervention will show large gains and others will not. In the current proposal children with reading difficulties will be followed through an evidence-based training program focused on learning print-sound relationships with progressive emphasis at three grain sizes (grapheme-to-phoneme (GP), body/rime, and morphological) and the school-based small group instruction will be supplemented by online practice to reinforce training with an evidence-based computer assisted reading instruction (CARI). Cognitive testing and functional neuroimaging (before and after the intervention) with comparisons to untreated RD and TD control groups will allow for the identification of key neurocognitive factors associated with response to treatment. Eight recordings of brain activity using functional Near-Infrared Spectroscopy (fNIRS) imaging throughout the 20 weeks of instruction will be used to identify how online modulation of circuits during treatment relates to weekly measures of reading performance - growth spurts (or regressions) over the course of treatment. This dynamic tracking study will yield new insights into how evidence-based training modulates brain organization for learning to support reading gains and why it fails to do so for some children. Specific Aims are: 1) To examine the pre to post training changes in print and speech activation and functional connectivity in relation to variable treatment responses. 2) To track dynamic adaptive changes in activation and functional connectivity during treatment that predict local growth spurts and outcomes in RD. Aim 3) To examine neurocognitive changes associated with training on progressively larger grain-size units during treatment (GP, body/rime, morphological) and how these patterns are qualified by individual differences in pre-treatment profiles.

治疗研究表明，阅读回路的治疗前后变化， 阅读障碍，建立成功治疗结果的神经特征。然而，深入了解 治疗产生这些后果/结局的神经生物学机制需要监测 在整个治疗过程中对关键大脑区域的调节，缺乏此类数据。而且在 在干预开始时，任何队列中的一些RD儿童在标准化测试中具有高度相似的特征 会有很大的收益，而其他人则不会。在目前的提案中，有阅读困难的儿童将被 随后进行了一项基于证据的培训计划，重点是学习与印刷声音的关系 三种粒度的渐进式强调（字素到音素（GP），身体/韵脚和形态）， 校本小组教学将辅以网上练习， 循证计算机辅助阅读教学（CARI）。认知测试和功能神经成像 （干预前后）与未经治疗的RD和TD对照组进行比较， 识别与治疗反应相关的关键神经认知因素。大脑的八个记录 活动使用功能近红外光谱（fNIRS）成像在整个20周的教学将 用于确定治疗期间回路的在线调制与每周阅读测量的关系 表现-在治疗过程中生长突增（或倒退）。这项动态跟踪研究将 产生新的见解，以证据为基础的培训如何调节大脑组织学习，以支持 阅读收益以及为什么它不能为一些孩子这样做。具体目的是：1）检查前到后 与变量治疗相关的打印和语音激活以及功能连接的训练变化 应答2)跟踪治疗期间激活和功能连接的动态适应性变化 预测当地的快速增长和研发成果。目的3）检查与神经认知功能改变相关的 在治疗过程中接受关于逐渐增大的颗粒大小单位的培训（GP，身体/雾凇，形态学），以及如何 这些模式由治疗前分布的个体差异来限定。