Neurocognitive Basis of Language Comprehension in Children with Dyslexia

发展性阅读障碍（Dyslexia）是一种无法解释的学习阅读困难，影响约10- 12%的孩子。阅读障碍的特征是缺陷，导致解码速度较慢和不准确， 充分阅读理解的重要前提，阅读的总体目标。随着孩子们的进步 在学校，当教学重点从“学会阅读”转向“阅读学会”时，阅读理解 对学术成功越来越重要。虽然我们对大脑皮层的神经认知基础已经有了很多了解， 尽管阅读障碍患者的单字解码受损，但人们对阅读受损的神经认知基础知之甚少 阅读障碍的理解能力这是一个主要的知识差距，因为它是理解障碍， 阅读障碍儿童在整个教育过程中的最大负担。以概念框架为指导 在阅读的简单观点中，目前的建议将通过调查神经和认知来解决这一差距。 阅读障碍儿童（Dys）及其典型发育同龄人（Typ）的阅读理解成分。 我将招募30名Typ和30名Dys二年级和三年级的儿童，年龄，性别和父母教育程度相匹配 程度.所有的孩子都将通过口语、阅读和认知技能的测试进行综合评估。 还将收集结构和功能磁共振成像数据。我会检查 听的理解和解码的基板，并观察他们之间的类型和染料的变化。我会 将听力理解和解码任务中的功能性大脑激活与儿童的扫描仪外 阅读理解成绩分别在Dys和Typ.最后，我将测试是否认知和 语言因素，以及大脑结构，调解解码和阅读之间的联系 两组人的理解不同。从这个项目中获得的知识将提供更好的 理解阅读障碍患者阅读理解技能的变化，并可能为评估和 为有阅读障碍和理解力差的儿童提供补救措施。这项研究将提供大量 有机会通过推进以下方面来完成研究金培训目标：1）概念理解 语言发展和理解，2）先进的行为和神经成像技术专长 方法，以及3）如何帮助发展性语言障碍儿童的翻译知识， 临床环境。

Developmental dyslexia (dyslexia) is an unexplained difficulty in learning to read, affecting approximately 10- 12% of all children. Dyslexia is characterized by deficits that result in slower and less accurate decoding, important prerequisites for adequate reading comprehension, the overall goal of reading. As children progress in school, when instructional focus shifts from “learning to read” to “reading to learn,” reading comprehension becomes increasingly critical to academic success. Although much is known about the neurocognitive basis of impaired single-word decoding in dyslexia, very little is known about the neurocognitive basis of impaired reading comprehension in dyslexia. This is a major gap in knowledge, as it is the comprehension impairment that places the greatest burden on children with dyslexia throughout their education. Guided by the conceptual framework of the Simple View of Reading, the current proposal will address this gap by investigating the neural and cognitive components of reading comprehension in children with dyslexia (Dys) and their typically developing peers (Typ). I will recruit 30 Typ and 30 Dys second and third grade children, matched in age, gender, and parental education levels. All children will be comprehensively assessed using tests of oral language, reading, and cognitive skills. Structural and functional magnetic resonance imaging data will also be collected. I will examine the structural substrates of listening comprehension and decoding, and observe how they vary between Typ and Dys. I will relate functional brain activation during listening comprehension and decoding tasks to children's out-of-scanner reading comprehension performance separately in Dys and Typ. Finally, I will test whether cognitive and linguistic factors, as well as brain structure, mediate the association between decoding and reading comprehension differently across the two groups. Knowledge gained from this project will provide a better understanding of variation in reading comprehension skills in dyslexia, and potentially inform assessment and remediation efforts for children with dyslexia and poor comprehension. The proposed study will provide ample opportunities to complete the fellowship training goals by advancing the following: 1) conceptual understanding of language development and comprehension, 2) technical expertise in advanced behavioral and neuroimaging methods, and 3) translational knowledge of how children with developmental language disorders are helped in clinical settings.