READING, WRITING AND LANGUAGE PROCESSES

阅读、写作和语言过程

• 批准号: 7699792
• 负责人: RICHARD K OLSON
• 金额: $ 63.45万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-12-01 至 2010-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7699792
• 关键词: Age; Architecture; Attention deficit hyperactivity disorder; Awareness; Behavioral; Behavioral Genetics; Candidate Disease Gene; Child; Code; Cognitive; Collaborations; Colorado; Comorbidity; Complement; Complex; Comprehension; Computer Assisted; Data; Development; Dimensions; Disabled Children; Disease regression; Etiology; Factor Analysis; Funding; Genetic; Home environment; Individual Differences; Intervention; Language; Language Disorders; Learning Disabilities; Measures; Molecular Genetics; Monitor; Nature; Neurobehavioral Manifestations; Normal Range; Numbers; Oral; Orthography; Pattern; Process; Quantitative Trait Loci; Range; Reading; Reading Disabilities; Research; Research Project Grants; Running; Sampling; Short-Term Memory; Siblings; Structure; Symptoms; Testing; Twin Multiple Birth; Twin Studies; Vocabulary; Writing; base; disability; follow-up; genetic analysis; genetic linkage; genetic linkage analysis; insight; language processing; phonology; remediation; response; skills; spelling

The central hypotheses of Research Project II are 1) that reading and writing are complex skills that depend on a number of component processes that have both shared and independent genetic and environmental etiologies in children with disabilities, and 2) that patterns of covariation in etiology will provide unique insights into the cognitive architecture underlying these skills and into the nature of learning disabilities. Project II will assess component processes in reading, writing, and related language skills in twins and siblings selected for deficits in reading and/or ADHD, and in normal-range control twins. The broad age range of the sample allows us to assess developmental differences in skills and in the expression of disabilities across grades 2-12. Our long-running assessment of word recognition, orthographic coding, phonological decoding, and phonological awareness will be continued to support more powerful and informative behavioral and molecular genetic analyses of these skills, but our main emphasis will be on the relations of these skills to reading fluency, reading and listening comprehension, writing, and higher-level language skills. Univariate multiple regression (DF) analyses will be used to evaluate the genetic and environmental etiologies for deficits in each skill. Bivariate DF analyses and confirmatory factor analyses of twin data will be used to assess the genetic and environmental covariance among the different skills. Behavior-genetic analyses will also be used to validate subtypes and/or dimensions of individual differences among children with reading and writing disabilities by assessing their differential genetic and environmental etiology. In collaboration with Research Projects I, III, and IV, QTL analyses will be used to assess genetic linkage and association for deficits in different reading, writing, and language skills. In collaboration with Research Project III, we will explore the relations of these deficits to different symptoms and cognitive components of ADHD. In collaboration with Project V, we will explore the effects of intense computerassisted intervention in 2nd to 4th grade twins' homes for the remediation of deficits in these skills. New and recently introduced measures included in Project II will allow the first thorough analysis of genetic and environmental influences on component processes in reading fluency, reading comprehension, listening comprehension, and writing.

研究项目 II 的中心假设是 1) 阅读和写作是复杂的技能，取决于 一些具有共享和独立的遗传和环境的组成过程 残疾儿童的病因学，2) 病因学的共变模式将提供独特的 深入了解这些技能背后的认知结构以及学习障碍的本质。 项目 II 将评估双胞胎和双胞胎的阅读、写作和相关语言技能的组成过程。 选择患有阅读障碍和/或多动症的兄弟姐妹，以及正常范围的对照双胞胎。广阔的时代 样本范围使我们能够评估技能和表达的发展差异 2-12 年级的残疾。我们对单词识别、拼写编码、 语音解码和语音意识将继续支持更强大和 对这些技能进行信息丰富的行为和分子遗传学分析，但我们的重点将放在 这些技能与阅读流畅性、阅读和听力理解、写作和更高水平的关系 语言能力。单变量多元回归（DF）分析将用于评估遗传和 每种技能缺陷的环境病因。双变量 DF 分析和验证性因素分析 双胞胎数据将用于评估不同技能之间的遗传和环境协方差。 行为遗传分析还将用于验证个体差异的亚型和/或维度 通过评估有阅读和写作障碍的儿童的遗传和环境差异 病因学。与研究项目 I、III 和 IV 合作，QTL 分析将用于评估遗传 不同阅读、写作和语言技能缺陷的联系和关联。与合作 研究项目三，我们将探讨这些缺陷与不同症状和认知的关系 ADHD 的组成部分。与 Project V 合作，我们将探索密集计算机辅助的效果 对二至四年级双胞胎家庭进行干预，以纠正这些技能的缺陷。 项目 II 中包含的新的和最近引入的措施将允许对遗传进行首次彻底分析。 以及环境对阅读流畅性、阅读理解、听力等组成过程的影响 理解、写作。