Influence of ADHD and Executive Functions on Developmental Dyslexia

项目摘要 阅读障碍和ADHD是常见的神经发育障碍，具有很高的并发率。执行 在这两种疾病中，EF功能（EF）的挑战是常见的，但研究还没有检查阅读是否是 受EF缺陷或ADHD状态的不同影响。阅读障碍研究进一步受到一些纵向研究的限制。 神经影像学检查阅读增长和预测阅读随时间变化的努力。检查EF， ADHD的阅读障碍和没有ADHD的阅读障碍是一个研究不足的话题，尽管有可能澄清 阅读困难的病因学因素和对依赖于阅读的学习成绩的影响的理解 阅读。从科学的角度来说，这一努力对于消除多动症和EF对阅读的影响是至关重要的 阅读障碍的表现和测试相关的理论模型。实际上，这些信息对于 发展有效的评估方法以了解阅读困难并进行有效干预。最终 数据集将包括80名典型的发展中读者（TD），80名患有阅读障碍的学生，以及80名患有阅读障碍的学生。 阅读障碍和多动症学生将在三年级或四年级（8-10岁）时招募， 收集将跨越三个年度连续访问。其目的是：（1）准确描述ADHD状态， EF技能和阅读技能;（2）检查阅读的行为和神经认知相关性，以区分 注意缺陷多动障碍状态的EF赤字的贡献;和（3）确定是否行为和/或 共病ADHD和/或EF缺陷的诵读困难儿童的神经认知纵向阅读增长不同 status.我们预测，在比较儿童时，阅读障碍儿童在阅读测量方面不会有差异 共病多动症和阅读障碍我们假设（1）在有阅读障碍的儿童中（有和 没有ADHD），EF缺陷-但不是ADHD诊断-将与更差的阅读表现相关， 不同的神经认知指标的性能;（2）阅读障碍的儿童谁没有EF赤字将 与EF缺陷的同龄人相比，无论ADHD状态如何，都表现出更多的阅读增长，以及（3）EF 缺陷将影响阅读流畅性，但不影响阅读准确性表现和生长。调查结果会告诉我们 这些因素中是否有任何一个与孩子在结束阅读方面取得实质性进步有关 与其他儿童的差距没有，以及表征EF测量/ADHD调查在预测中的效用 阅读障碍儿童的阅读成长。研究的意义从发现病因延伸到发现 与测试理论模型和构建改进方法的阅读困难有关， 对阅读困难的读者进行评估和干预。这项提案提供了最大和最长的神经认知 阅读障碍的研究。最重要的是，目前的工作提供了发现EF或ADHD的可能性。 地位可能会阻止一些有阅读障碍的学生缩小阅读成绩的差距。

PROJECT SUMMARY Dyslexia and ADHD are prevalent neurodevelopmental disorders with a high rate of co-occurrence. Executive function (EF) challenges are common in both disorders, but research has yet to examine whether reading is impacted differentially by EF deficits or ADHD status. Dyslexia research is further limited by few longitudinal neuroimaging efforts examining reading growth and predictors of change in reading over time. Examining EF in dyslexia with ADHD and dyslexia without ADHD is an under-studied topic, despite the potential for clarifying etiological factors underlying reading difficulty and understanding the impact on academic outcomes that rely on reading. Scientifically, this effort is essential for disambiguating contributions of ADHD and EF to reading performance in dyslexia and testing associated theoretical models. Practically, this information is crucial for developing effective assessment approaches to understand reading difficulty and intervene effectively. Final datasets will include 80 typically developing readers (TD), 80 students with dyslexia, and 80 students with dyslexia and ADHD. Students will be recruited when they are in grade three or four (ages 8-10), and data collection will span three annual consecutive visits. The objectives are to: (1) precisely characterize ADHD status, EF skills, and reading skills; (2) examine behavioral and neurocognitive correlates of reading to differentiate contributions of EF deficits from ADHD status in dyslexia; and (3) determine whether behavioral and/or neurocognitive longitudinal reading growth for children with dyslexia differ by comorbid ADHD and/or EF deficit status. We predict that children with dyslexia will not differ based on reading measures when comparing children with comorbid ADHD versus dyslexia alone. We hypothesize that (1) among children with dyslexia (with and without ADHD), EF deficits - but not ADHD diagnosis - will be associated with worse reading performance and differences on neurocognitive indices of performance; (2) children with dyslexia who do not have EF deficits will demonstrate more reading growth than their peers with EF deficits, regardless of ADHD status, and (3) EF deficits will impact reading fluency but not reading accuracy performance and growth. Findings will inform us about whether any of these factors are related to children who make substantial progress in closing their reading gaps versus other children do not, as well as characterize the utility of EF measures/ADHD surveys in predicting reading growth among children with dyslexia. The significance of the research extends from discovery of etiology associated with reading difficulties to testing a theoretical model and constructing improved approaches to assessment and intervention for struggling readers. This proposal offers the largest and longest neurocognitive study of dyslexia to date. Most importantly, the current work offers the potential to discover whether EF or ADHD status may prevent some students with dyslexia from closing gaps in reading performance.