Neurocognitive Mechanisms of Positive Intervention Response in Reading Disability

阅读障碍积极干预反应的神经认知机制

• 批准号: 10747218
• 负责人: Steven Lee Meisler
• 金额: $ 2.66万
• 依托单位: HARVARD MEDICAL SCHOOL
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-30 至 2024-05-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10747218
• 关键词: Achievement; Adolescence; Adult; Affect; Age; Behavioral; Brain; Child; Classification; Cognition; Cognitive; Complement; Control Groups; Development; Diffusion Magnetic Resonance Imaging; Dyslexia; Educational Intervention; Exhibits; Fellowship; Functional Magnetic Resonance Imaging; Future; Goals; Impairment; Inferior frontal gyrus; Instruction; Intelligence; Intervention; Intervention Studies; Knowledge; Language; Learning; Learning Disabilities; Left; Linguistics; Measures; Methods; Neuroanatomy; Neurocognitive; Outcome; Participant; Process; Property; Reader; Reading; Reading Disabilities; Reporting; Research; Research Design; Research Personnel; Rest; Role; Scanning; Schools; Science; Short-Term Memory; Socioeconomic Status; Specificity; Standardization; Testing; Time; Training; Translational Research; Variant; Work; base; career; cognitive neuroscience; cognitive process; design; eighth grade; executive function; functional MRI scan; imaging study; improved; insight; lexical; multimodal neuroimaging; neural; neuroimaging; novel; phonological awareness; phonology; recruit; remediation; response; sex; skills; verbal; virtual; white matter

PROJECT SUMMARY / ABSTRACT Reading disabilities (RD) are the most common learning disability and are characterized by deficits in word reading accuracy and/or fluency that are not explained by general intelligence levels. Without targeted educational intervention, these deficits may persist through adolescence into adulthood. While interventions have been shown to, on average, improve reading outcomes among children with RD, gains in skill are heterogeneous. Functional MRI (fMRI) studies have revealed, unexpectedly, that children with RD who substantially improve in reading appear to do so by engaging the right inferior frontal gyrus (rIFG), despite typical reading usually involving a left-lateralized language network. Several cognitive processes tend to recruit the rIFG, ranging from verbal processes to domain-general skills such as working memory. All of these skills may support achievement in reading. However, no study has rigorously investigated what process is signified by rIFG among responders to intervention. In addition, few studies have examined how structural properties of white matter emanating from the rIFG relate to intervention responses. In this project, I will use multimodal neuroimaging to, for the first time, characterize the role of the rIFG in reading improvement among children with RD. I will recruit and characterize 90 7th-8th grade children across three groups that will be studied in subsequent aims. I will classify children with RD into two groups based on whether their age-standardized reading skills improved relative to age-expected gains (RD+) or not (RD-) following reading instruction. The third group will include typical readers (TR) matched in age, sex, and socioeconomic status. Aim 1 is to replicate findings of more rIFG activity while reading among RD+ compared to RD- and TR. For this aim, participants will undergo fMRI scanning while completing a word reading task. We will also investigate cognitive differences between RD+, RD-, and TR. Aim 2 will be to investigate what processes are signified by rIFG activation. We will collect fMRI in participants while they complete language and working memory localizers, and then find the portion of the rIFG that is most sensitive to each task in each child. We will also collect diffusion-weighted images. We will then investigate hypotheses that language, but not working memory, regions in RD+ compared to RD- and TR, are: (1) more active during reading; (2) more functionally connected to the language network during reading; and (3) more structurally connected to the language network. Findings from these aims will shed further insight into the neural bases of better or worse response to reading instruction. Our results will carry important implications for designing remediation strategies for children with RD. The novel and carefully designed methods and analyses employed in this project will serve to guide future translational neuroimaging research in RD. Through this project, I will satisfy fellowship training goals by: (1) advancing my knowledge of RD and its treatment; (2) learning about study design and execution; (3) honing my neuroimaging analysis skills; (4) gaining translational skills in working with educators and children; and (5) enhancing my professional development towards a career in science.

项目总结/摘要 阅读障碍（RD）是最常见的学习障碍，其特征是在文字方面的缺陷 一般智力水平无法解释的阅读准确性和/或流畅性。无针对性 通过教育干预，这些缺陷可能会持续到青春期到成年期。虽然干预措施 平均而言，已经证明，RD儿童的阅读成绩有所改善，但技能的提高是不均匀的。 功能性磁共振成像（fMRI）研究意外地发现，患有RD的儿童， 在阅读中，尽管典型的阅读通常 涉及左侧化的语言网络。几种认知过程倾向于招募rIFG，范围从 语言处理到一般领域技能，如工作记忆。所有这些技能都可能支持成就 在阅读中。然而，没有研究严格调查反应者中rIFG所表示的过程 干预。此外，很少有研究探讨了从大气中发出的白色物质的结构特性如何影响大气中的化学物质。 RIFG涉及干预反应。在这个项目中，我将使用多模式神经成像，第一次 时间，描述rIFG在RD儿童阅读改善中的作用。我会招募 描述90个7 - 8年级的孩子在三个组，将在随后的目标进行研究。我会把 根据他们的年龄标准化阅读技能是否相对于 在阅读指令之后，年龄预期增益（RD+）或非（RD-）。第三组将包括典型的读者 (TR)年龄性别和社会经济地位相匹配目的1是复制更多rIFG活性的发现 而RD+之间的阅读与RD-和TR相比。为此，参与者将接受功能磁共振成像扫描， 同时完成单词阅读任务。我们还将研究RD+，RD-和TR之间的认知差异。 目的2是研究rIFG激活所表示的过程。我们将收集功能磁共振成像， 参与者完成语言和工作记忆定位，然后找到rIFG的部分 对每个孩子的每项任务都最敏感。我们还将收集弥散加权图像。然后我们将 研究假设，即与RD-和TR相比，RD+中的语言区域（而不是工作记忆）是： (1)在阅读过程中更活跃;（2）在阅读过程中与语言网络的功能性连接更强;（3） 在结构上与语言网络联系更紧密。这些目标的结果将进一步深入了解 对阅读指令反应好坏的神经基础。我们的研究结果将对以下方面产生重要影响： 为患有RD的儿童设计补救策略。新颖而精心设计的方法和分析 本研究所采用的影像学方法将对未来RD领域的神经影像学研究起到指导作用。通过这个项目， 我将通过以下方式满足奖学金培训目标：（1）提高我对RD及其治疗的认识;（2）学习 研究设计和执行;（3）磨练我的神经成像分析技能;（4）在工作中获得翻译技能 与教育工作者和儿童;（5）促进我的专业发展，以科学为职业。