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？

• 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
• 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

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.

项目概要 口语阅读流畅度预示着发展中读者的默读理解能力，但潜在的 这种关系的神经认知机制尚不清楚。了解这些机制至关重要，因为 流利程度和理解力之间的关系支持将流利程度纳入国家扫盲政策； 然而，如果机械路径连接，则无法优化流利性教学以提高理解力 这些能力尚不清楚。此外，理解流畅性和理解之间的机制途径 典型阅读发展中的理解可以为挣扎中的补救提供神经认知目标 读者，包括被诊断患有阅读障碍的儿童。口语阅读韵律，口语阅读流畅性的一个组成部分， 最近被证明具有流畅性与理解关系的独特部分，即可分离的 来自自动解码的贡献。我们建议韵律的一个组成部分涉及 压力的组织，在这个过程中起着关键作用。我们的总体假设是口腔的成熟 阅读韵律与“内心声音”听觉意象（即隐含韵律）的成熟流畅相一致。 默读，提高理解力。我们预测，发展中的读者口语水平会有所提高 读取仪表将在神经层面改进度量结构的隐式表示（目标 1），并且 改进默读期间隐式度量结构的应用（目标 2），以改进默读的方式 阅读理解（目标 3）。我们将通过测量口语阅读表、神经隐式阅读来检验我们的假设 默读过程中眼动的度量表示和隐式度量结构的实现 6岁至10岁的儿童，是口语韵律和默律的发展时期 阅读经历了显着的成熟。我们将模拟隐式度量表示的成人相似度 和实现调解口读计与默读标准化措施之间的关系 理解、自动解码和语音意识的共变。这项工作将提供明确的 深入了解口语阅读流畅性与默读理解之间的机制，这将有助于 国家教育政策，并为困难读者的补救培训提供机械目标。 此外，这项工作将为我们的本科研究人员团队提供使用人类的培训 电生理学和行为来探究复杂行为的神经认知基础 发展，为学术界、临床实践或生物医学行业的竞争性未来奠定基础。