Reading Disability in Grades 3 - 8: Neurocognitive Fact*

这个项目的中心目标是了解多动症如何影响处理速度，工作记忆， 和阅读理解能力。在小学高年级及以后， 学生应该独立阅读（和学习）更长，更有挑战性的文本比在 年龄较小，ADHD儿童越来越多地表现出文本理解的缺陷，即使 他们单词识别技能的准确性没有受到损害。尽管过去的研究一直发现 阅读障碍（RD）和ADHD之间的关联，大多数RD样本主要包括儿童 有文字阅读缺陷（WRD）或由广义综合评分（文字阅读）定义的阅读障碍 准确性和理解力）。在拟议的工作中，我们反而专注于学生与特定的 缺陷的阅读理解，并调查他们的处理速度和工作记忆 (both执行功能的重要组成部分），与典型的发展中读者相比。赤字 这两个领域有望阐明ADHD对阅读理解的影响，但可能 通过不同的机制。此外，使用行为和神经生物学（ERP，fMRI） 这项研究中的措施将允许与这两个领域有关的大脑行为关系， 考察具体而言，该项目的目的是（1）确定行为和神经生物学 处理速度的组成部分，ADHD的影响，以及它们对阅读流畅性的贡献;（2） 确定工作记忆的行为和神经生物学相关性，ADHD的影响， 对阅读理解的贡献;（3）确定重复暴露的差异效应， 注意缺陷多动障碍儿童的自动性和阅读流畅性的练习。目标1将采用ERP方法 以在处理速度内解决“响应准备”问题。fMRI方法将用于目标2， 区分两种记忆成分：短期（语音回路/维持）和工作 （中央执行/操纵）。

The central goal of this project is to understand how ADHD influences processing speed, working memory, and reading comprehension in fourth- through eighth-graders. In the upper-elementary grades and beyond, students are expected to independently read (and learn from) longer and more challenging texts than at younger ages, and children with ADHD increasingly exhibit deficiencies in text comprehension even if the accuracy of their word recognition skills is unimpaired. Although past research has consistently found associations between reading disabilities (RD) and ADHD, most RD samples have included mainly children with word reading deficits (WRD) or reading disorders defined by a broad composite score (word reading accuracy and comprehension combined). In the proposed work, we instead focus on students with specific deficits in reading comprehension alone, and investigate their speed of processing and working memory (both important components of executive function), in comparison to typically developing readers. Deficits in these two areas are expected to elucidate the impact of ADHD upon reading comprehension, but potentially through different mechanisms. Further, the use of both behavioral and neurobiological (ERP, fMRI) measures in this research will permit brain-behavior relationships pertaining to these two areas to be examined. Specifically, the aims of the project are (1) to determine the behavioral and neurobiological components of processing speed, the impact of ADHD, and their contribution to reading fluency; (2) to determine the behavioral and neurobiological correlates of working memory, the impact of ADHD, and their contribution to reading comprehension; and (3) to determine the differential effects of repeated exposure and practice on automaticity and reading fluency in children with ADHD. ERP methods will be employed in Aim 1 to address "response preparation" within processing speed. fMRI methods will be employed in Aim 2 to discriminate between two memory components: short term (phonological loop/maintenance) and working (central executive/manipulation).