Reading Disability in Grades 3 - 8: Neurocognitive Fact*

3 - 8 年级阅读障碍：神经认知事实*

• 批准号: 7699910
• 负责人: MARTHA BRIDGE DENCKLA
• 金额: $ 5.83万
• 依托单位: HUGO W. MOSER RES INST KENNEDY KRIEGER
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-01 至 2011-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7699910
• 关键词: Address; Adolescent; Age; Area; Attention; Attention deficit hyperactivity disorder; Auditory; Behavioral; Characteristics; Child; Comprehension; Coupling; Cues; Decision Making; Disease; Dyslexia; Elements; Event-Related Potentials; Exhibits; Exposure to; Functional Magnetic Resonance Imaging; Goals; Impaired cognition; Impairment; Individual; Investigation; Language; Learning; Learning Disorders; Left; Maintenance; Measures; Mediating; Memory; Methods; Modeling; Names; Neurobiology; Neurocognitive; Output; Pattern; Performance; Prefrontal Cortex; Preparation; Process; Reader; Reading; Reading Disabilities; Reading Disorder; Relative (related person); Research; Role; Sampling; Score; Sequence Analysis; Short-Term Memory; Speed; Stimulus; Students; Text; Visual; Visuospatial; Work; Writing; behavior measurement; brain behavior; executive function; neuromechanism; novel; phonology; processing speed; response; skills; stimulus processing

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).

这个项目的中心目标是了解ADHD如何影响处理速度、工作记忆、 以及四到八年级学生的阅读理解能力。在小学高年级及以上年级， 学生应该独立阅读(并从中学习)比现在更长更具挑战性的课文 年龄较小的儿童和患有ADHD的儿童越来越显示出在文本理解方面的缺陷，即使 他们的单词识别技能的准确性不会受到影响。尽管过去的研究一直发现 阅读障碍(RD)与ADHD之间的联系，大多数RD样本主要包括儿童 有单词阅读障碍(WRD)或阅读障碍(由广泛的综合分数(单词阅读)定义 准确性和理解性相结合)。在建议的工作中，我们转而关注具有特定知识的学生 单独阅读理解缺陷，并调查他们的处理速度和工作记忆 (执行职能的两个重要组成部分)，与典型的发展读者相比。中国的赤字 这两个领域有望阐明ADHD对阅读理解的影响，但有可能 通过不同的机制。此外，行为和神经生物学(事件相关电位、功能磁共振)的使用 这项研究中的措施将允许与这两个区域有关的大脑-行为关系 检查过了。具体地说，该项目的目标是(1)确定行为和神经生物学 加工速度的组成部分，ADHD的影响，以及它们对阅读流利性的贡献； 确定工作记忆的行为和神经生物学相关性，ADHD的影响，以及他们 对阅读理解的贡献；以及(3)确定重复暴露和重复暴露的不同影响 ADHD儿童的自动性和阅读流利性训练。目标1将采用企业资源规划方法 在处理速度范围内解决“响应准备”问题。目标2将采用功能磁共振成像方法 区分两个记忆成分：短期记忆(语音环路/维持)和工作记忆 (中央执行/操纵)。