Examining behavioral and neural links between speech delay and literacy skills

项目总结/摘要 在美国，早期阅读能力的显著差异很普遍，因为超过一半的学校- 老年儿童的阅读低于标准年级水平。阅读障碍，一种普遍的学习障碍， 阅读，目前只有在证明学习阅读失败后才能可靠地识别，这可以 对社会情感健康和学业成绩产生负面影响。及早识别处于危险中的儿童 因为诵读困难提供了减少学习阅读困难的负面后果的潜力，然而， 目前使用的方法不足以有效地早期识别处于风险中的儿童。因此， 扫盲发展的基础机制提供了优化早期扫盲方法的潜力， 识别.因为学习阅读是一个复杂的，多方面的过程，依赖于几个演讲和 与语言相关的子技能，一种方法是调查这些子技能如何有助于识字 发展到目前为止，一个尚未得到充分研究的子技能是言语产生准确性在 有助于随后的识字技能，尽管有证据表明， 被称为言语延迟的产生发展为阅读困难。此外，尚不清楚是否 言语延迟和阅读困难源于共同的或不同的潜在基础。因此，研究大脑 早期的形态学可能揭示与语言延迟相关的潜在机制， 阅读障碍的早期风险，并辨别导致阅读困难的神经机制。进一步 为了调查导致后续阅读困难的机制，这项研究将采取 多维度的方法来调查言语准确性，预 识字技能，以及随后的识字技能。拟议的研究将建立在一个正在进行的纵向 调查了186名有/无阅读障碍行为风险的儿童（由识字前技能指示）， 幼儿园到二年级（NIH-NICHD R 01 HD 067312），并回顾性地识别儿童 通过语音记录的辅音正确百分比（PCC）分析，来确定是否存在语音延迟。的 这项研究将是第一个研究有/没有语言延迟的痴呆者的大脑形态的研究。 相对于那些有/没有阅读障碍风险的人，这将描述语言延迟的结构相关性 同时考虑到阅读障碍的早期风险。本研究的纵向方面将进一步探讨 早期言语准确性、阅读障碍的早期行为风险与随后的识字技能之间的关系 通过调解和适度分析。此外，拟议的研究将审查在多大程度上 早期言语准确性和识字前技能的行为和神经指标可能解释了随后的 识字能力。总的来说，拟议的研究旨在揭示引起 识字技能，并优化预测随后的识字技能早期。这项研究可能提供重大 在早期识别中联合评估言语产生准确性和阅读障碍风险因素的意义。

PROJECT SUMMARY/ABSTRACT Significant disparities in early reading proficiency prevail in the United States, as more than half of all school- aged children are reading below standard grade levels. Dyslexia, a prevalent learning disorder specific to reading, is currently only reliably identified after demonstrated failure with learning to read, which can negatively impact socio-emotional well being and academic achievement. Early identification of children at risk for dyslexia offers the potential to lessen the negative consequences of difficulty learning to read, however, current methods utilized are not sufficient to effectively identify children at risk early on. Therefore, evaluating the mechanisms that underlie literacy development offers the potential to optimize approaches to early identification. As learning to read is a complex, multi-faceted process that relies on several speech and language-related sub-skills, one approach is to investigate how these sub-skills contribute to literacy development. To date, one sub-skill that remains understudied is the role of speech production accuracy in contributing to subsequent literacy skills, despite evidence that some children with disordered speech production, known as speech delay, develop reading difficulties. Furthermore, it remains unknown whether speech delay and reading difficulties stem from shared or distinct underlying bases. Therefore, studying brain morphology at an early age may uncover the underlying mechanisms associated with speech delay versus early risk for dyslexia, and discern the neural mechanisms that lead to reading difficulties. To further investigate the mechanisms that underlie subsequent reading difficulties, the proposed research will take a multidimensional approach to investigate the behavioral and neural links between speech accuracy, pre- literacy skills, and subsequent literacy skills. The proposed research will build upon an ongoing longitudinal investigation of 186 children with/without behavioral risk for dyslexia (as indicated by pre-literacy skills) from kindergarten through second grade (NIH–NICHD R01 HD067312), and retrospectively identify children with/without speech delay through percent consonant correct (PCC) analysis of speech recordings. The proposed research will be the first to investigate brain morphology in kindergarteners with/without speech delay relative to those with/without risk for dyslexia, which will delineate the structural correlates of speech delay while accounting for early risk for dyslexia. The longitudinal aspect of this research will further investigate the relationship between early speech accuracy, early behavioral risk for dyslexia, and subsequent literacy skills through mediation and moderation analyses. In addition, the proposed research will examine to what extent behavioral and neural indicators of early speech accuracy and pre-literacy skills may explain subsequent literacy skills. Overall, the proposed research seeks to uncover the underlying mechanisms that give rise to literacy skills, and optimize prediction of subsequent literacy skills early on. This research may offer significant implications for jointly evaluating speech production accuracy and risk factors of dyslexia in early identification.