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Why does oral fluency predict silent reading comprehension? Neurocognitive markers of implicit meter as a potential mediator

为什么口语流利程度可以预测默读理解能力？

基本信息

批准号：
10515099
负责人：
Mara E Breen
金额：
$ 44.26万
依托单位：
MOUNT HOLYOKE COLLEGE
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-08-04 至 2025-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10515099
关键词：
10 year old Academia Acoustics Address Adult Age Attention Auditory Behavior Behavior assessment Behavioral Books Caliber Child Code Cognitive Complex Comprehension Data Development Diagnosis Dyslexia Education Educational Curriculum Electroencephalography Electrophysiology (science)Ensure Event Eye Movements Faculty Felis catus Future Human Imagery Individual Differences Industry Instruction Intervention Lead Link Measures Mediating Mediator of activation protein Modeling Mydriasis Names Neurocognitive Oral Outcome Pathway interactions Play Policies Probability Process Psyche structure Publishing Pupil Reader Reading Reading Disorder Research Personnel Role Speed Stress Structure Testing Time Training Voice Work auditory processing base behavior measurement clinical practice cohort density early childhood experience foot improved indexing insight literacy meter neuromechanism phonological awareness reading comprehension relating to nervous system remediation sample fixation skills standardize measure undergraduate student visual tracking

项目摘要

PROJECT SUMMARY Oral reading fluency predicts silent reading comprehension in developing readers, but the underlying neurocognitive mechanisms of this relationship are unknown. It is critical to understand these mechanisms, as the relationship between fluency and comprehension supports the inclusion of fluency in national literacy policy; fluency instruction to improve comprehension however, cannot be optimized if the mechanistic pathway linking these faculties is unclear. Moreover, understanding the mechanistic pathway between fluency and comprehension in typical reading development can provide neurocognitive targets for remediation in struggling readers, including children diagnosed with dyslexia. Oral reading prosody, a component of oral reading fluency, has recently been shown to carry a unique portion of the fluency to comprehension relationship, that is separable from the contributions of automatic decoding. We propose that meter, a component of prosody concerning the organization of stress, plays a key role in this process. Our overarching hypothesis is that maturation of oral reading prosody coincides with maturing fluency of “inner voice” auditory imagery (i.e., implicit prosody) during silent reading, leading to improved comprehension. We predict that developing readers with improved oral reading meter will have improved implicit representation of metric structure at the neural level (Aim 1), and improved application of implicit metric structure during silent reading (Aim 2), in a manner that improves silent reading comprehension (Aim 3). We will test our hypothesis by measuring oral reading meter, neural implicit metric representation, and realization of implicit metric structure in eye movements during silent reading in children between the ages of 6 and 10 years old, a developmental epoch within which oral prosody and silent reading undergo significant maturation. We will model how the adult-likeness of implicit metric representation and realization mediate the relationship between oral reading meter and standardized measures of silent reading comprehension, covarying for automatic decoding and phonological awareness. This work will provide clear insight into the mechanisms relating oral reading fluency to silent reading comprehension, which will inform national educational policy and provide mechanistic targets for remediation training in struggling readers. Moreover, this work will provide our team of undergraduate researchers training in using human electrophysiology and behavior to interrogate the neurocognitive underpinnings of complex behavioral development, providing footing for a competitive future in academia, clinical practice, or biomedical industry.

项目总结