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The role of executive functions in reading and reading remediation

执行功能在阅读和阅读补救中的作用

基本信息

批准号：
9928249
负责人：
Tzipi Horowitz-Kraus
金额：
$ 4.73万
依托单位：
CINCINNATI CHILDRENS HOSP MED CTR
依托单位国家：
美国
项目类别：
财政年份：
2016
资助国家：
美国
起止时间：
2016-06-21 至 2021-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9928249
关键词：
Acceleration Affect Anterior Attention Attention deficit hyperactivity disorder Behavior assessment Brain Brain imaging Child Comorbidity Comprehension Control Groups Critiques Crying Data Diagnosis Diffusion Magnetic Resonance Imaging Disease E-learning Elements Executive Dysfunction Functional Magnetic Resonance Imaging Functional disorder Fusiform gyrus Goals Hate Home environment Impairment Individual Intervention Knowledge Language Left Location Loudness Measures Methods Modification Mothers Neurobiology Parietal Peach Reader Reading Rest Role School-Age Population Schools Severities Short-Term Memory Specificity Standardization Stream Structure Subgroup Testing Training Training Programs Visual Visual attention base behavior test blood oxygenation level dependent response cingulate cortex clinical Diagnosis cognitive testing design executive function expectation improved innovation intervention program neural circuit neuroimaging novel processing speed programs reading ability reading difficulties remediation response skills support network teacher white matter

项目摘要

ABSTRACT Reading difficulty is characterized by slow, inaccurate reading, poor comprehension and fluency. The goal of this proposal is to demonstrate that executive functions also have a crucial role in proficient reading. Specifically we will examine two novel hypotheses about the role of executive functions in reading using brain imaging and behavioral assessments of reading and executive functions skills in children. First, we postulate that poor reading skills will be associated with disruption in connectivity between executive functions and reading networks as reflected in neuroimaging measures of structural and functional connectivity. Secondly, we expect that computer-based training using the Reading Acceleration Program (RAP) will improve reading by strengthening connections between reading and executive functions circuitry. We anticipate an improvement in reading skills in both typical readers and children with reading difficulties, with more specific and dramatic impact on reading abilities in children with reading difficulties. Our pilot data has demonstrated that RAP training improved reading as well executive functions in children with reading difficulties in as little as four weeks. The proposed studies will use structural and functional brain imaging and connectivity analysis plus reading and cognitive assessments to fill the gap in our knowledge about the interaction between executive functions and reading ability. Further, a control group with a non-reading intervention will allow us to examine the specificity of the RAP intervention to reading difficulties. We will apply this knowledge to determine whether executive functions-based reading intervention, targeting the connection between executive functions and reading, can remediate reading difficulties in school age children. We will apply innovative analysis methods to understand the role of executive functions in reading aimed at developing more suitable diagnoses and interventions for children with reading difficulties.