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.

项目摘要 口语阅读流畅性预测了发展中读者的无声阅读理解能力，但潜在的理解能力， 这种关系的神经认知机制是未知的。理解这些机制至关重要，因为 流利程度和理解之间的关系支持将流利程度纳入国家扫盲政策; 然而，如果机械路径连接到 这些能力是不清楚的。此外，理解流利性和 在典型的阅读发展中的理解可以提供神经认知目标，以补救在挣扎 阅读者，包括被诊断患有阅读障碍的儿童。口语阅读韵律是口语阅读流畅性的一个组成部分， 最近的研究表明，在流利性和理解力的关系中， 自动解码的贡献。我们建议，米，韵律的一个组成部分，关于 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， 阅读韵律与“内在声音”听觉意象的成熟流畅性一致（即，内隐韵律）期间 无声阅读，从而提高理解力。我们预测，发展中的读者与改善口头 阅读计将具有在神经水平上的度量结构的改进的隐式表示（目标1），以及 改进了隐式度量结构在无声阅读期间的应用（目标2）， 阅读理解（目标3）。我们将通过测量口语阅读量表、神经内隐量表和神经内隐量表来检验我们的假设。 在无声阅读过程中， 6至10岁的儿童，这是一个发展时期，在此期间，口头韵律和无声 阅读经历了显著的成熟。我们将模拟隐含度量表征的成人相似性 和实现在口语阅读量表和标准化无声阅读量表之间起中介作用 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无声阅读理解之间的机制，这将有助于 国家教育政策，并提供补救训练困难读者的机械目标。 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，以询问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未来提供基础。