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Neurocognitive Basis of Language Comprehension in Children with Dyslexia

阅读障碍儿童语言理解的神经认知基础

基本信息

批准号：
10618706
负责人：
Ola Ozernov-Palchik
金额：
$ 3.59万
依托单位：
MASSACHUSETTS INSTITUTE OF TECHNOLOGY
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-09-01 至 2023-02-28
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10618706
关键词：
Address Affect Age Attention Bayesian Method Behavioral Bilateral Brain Child Clinical Cognitive Comprehension Data Developmental reading disorder Diagnosis Diffusion Diffusion Magnetic Resonance Imaging Disease Dissociation Dyslexia Education Educational Background Equation Etiology Fellowship Functional Magnetic Resonance Imaging Gender Goals Hippocampus (Brain)Impairment Individual Individual Differences Instruction Knowledge Language Language Development Language Development Disorders Language Tests Learning Least-Squares Analysis Left Linguistics Literature Magnetic Resonance Imaging Measures Mediating Mediation Methods Modeling Neurocognitive Oral Pattern Performance Property Reading Rest Schools Statistical Methods Structure System Technical Expertise Testing Training Variant Visual Vocabulary base behavior measurement behavioral study cognitive skill comorbidity comprehension skill innovation knowledge integration language comprehension listening comprehension neural correlate neuroimaging neuromechanism peer reading comprehension recruit relating to nervous system remediation second grade skills stem success third grade

项目摘要

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.

发育性阅读障碍是一种无法解释的学习阅读困难，影响大约10- 占所有儿童的12%。阅读困难症的特征是阅读障碍导致解码速度更慢、更不准确，充分阅读理解的重要前提，是阅读的总体目标。随着孩子们的进步在学校里，当教学重点从“学会阅读”转向“阅读来学习”时，阅读理解对学术成功的影响越来越大。尽管我们已经知道了很多关于神经认知基础的知识阅读障碍患者的单字解码受损，对阅读受损的神经认知基础知之甚少阅读障碍患者的理解能力。这是知识上的一大差距，因为这是理解障碍这是阅读障碍儿童在整个教育过程中最大的负担。以概念框架为指导在阅读的简单观点中，目前的建议将通过研究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)阅读理解成分的研究我将招收年龄、性别和父母教育相匹配的30名Typ和30 Dys二、三年级儿童级别。将通过口语、阅读和认知技能测试对所有儿童进行综合评估。还将收集结构和功能磁共振成像数据。我会检查一下结构听力理解和解码的基础，并观察它们在类型和类型之间的差异。这就做儿童听理解和解码任务中脑功能激活与失灵的关系阅读理解成绩分别为Dys和Typ。最后，我将测试认知能力和语言因素和大脑结构在解码和阅读之间的联系中起中介作用两组人的理解是不同的。从这个项目中获得的知识将提供更好的了解阅读困难患者阅读理解技能的差异，并潜在地为评估和对阅读困难和理解不良儿童的补救努力。拟议的研究将提供充足的通过推进以下内容完成团契培训目标的机会：1)概念性理解语言发展和理解，2)高级行为和神经成像方面的技术专长方法，以及3)如何帮助患有发育性语言障碍的儿童的翻译知识临床环境。

项目成果

期刊论文数量（6）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

The Neural Representation of a Repeated Standard Stimulus in Dyslexia.

DOI：
10.3389/fnhum.2022.823627
发表时间：
2022
期刊：
FRONTIERS IN HUMAN NEUROSCIENCE
影响因子：
2.9
作者：
Beach, Sara D.;Ozernov-Palchik, Ola;May, Sidney C.;Centanni, Tracy M.;Perrachione, Tyler K.;Pantazis, Dimitrios;Gabrieli, John D. E.
通讯作者：
Gabrieli, John D. E.

Distinct neural substrates of individual differences in components of reading comprehension in adults with or without dyslexia.

有或没有阅读障碍的成年人阅读理解成分个体差异的独特神经基础。

DOI：
10.1016/j.neuroimage.2020.117570
发表时间：
2021-02-01
期刊：
NeuroImage
影响因子：
5.7
作者：
Ozernov-Palchik O;Centanni TM;Beach SD;May S;Hogan T;Gabrieli J
通讯作者：
Gabrieli J

Mindfulness supports emotional resilience in children during the COVID-19 Pandemic.

正念可以增强儿童在 COVID-19 大流行期间的情绪恢复能力。

DOI：
10.1101/2022.11.18.22282510
发表时间：
2022
期刊：
medRxiv : the preprint server for health sciences
影响因子：
0
作者：
Treves,IsaacN;Li,CindyE;Wang,KimberlyL;Ozernov-Palchik,Ola;Olson,HalieA;Gabrieli,JohnDE
通讯作者：
Gabrieli,JohnDE

Categorical perception and influence of attention on neural consistency in response to speech sounds in adults with dyslexia.

注意力障碍症患者对言语的响应神经一致性的分类感知和对神经一致性的影响。