Examining behavioral and neural links between speech delay and literacy skills

检查言语延迟和读写能力之间的行为和神经联系

• 批准号: 9249867
• 负责人: Jennifer Margaret Zuk
• 金额: $ 3.11万
• 依托单位: HARVARD MEDICAL SCHOOL
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-30 至 2017-09-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9249867
• 关键词: Academic achievement; Accounting; Achievement; Age; Behavioral; Brain; Child; Clinical; Complex; Development; Developmental reading disorder; Diagnosis; Diffusion Magnetic Resonance Imaging; Disease; Dyslexia; Early Intervention; Early identification; Failure; Feeling; Individual; Inferior frontal gyrus; Instruction; Insula of Reil; Investigation; Knowledge; Language; Lead; Learning; Learning Disorders; Left; Letters; Link; Measures; Mediating; Mediation; Methods; Modeling; Names; National Institute of Child Health and Human Development; Oral; Outcome; Process; Production; Reading; Regression Analysis; Reporting; Research; Risk; Risk Factors; Role; School-Age Population; Shame; Specific qualifier value; Specificity; Speech; Speech Delay; Speech Disorders; Speech Sound; Structure; Students; Superior temporal gyrus; Text; Thalamic structure; To specify; United States; United States National Institutes of Health; Well in self; base; brain abnormalities; brain morphology; fourth grade; gray matter; kindergarten; literacy; morphometry; neuroimaging; neuromechanism; phonological awareness; phonology; prevent; psychologic; psychosocial; reading ability; reading difficulties; relating to nervous system; second grade; skills; social; sound; speech accuracy; stem; success; white matter

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.

项目摘要/摘要 在美国，早期阅读能力的显著差异普遍存在，因为超过一半的学校- 年龄较大的儿童阅读水平低于标准年级水平。阅读障碍，一种普遍存在的学习障碍 阅读，目前只有在证明学习阅读失败后才能可靠地识别，这可能 对社会情绪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 因为阅读困难症有可能减轻学习阅读困难的负面后果，然而， 目前使用的方法不足以在早期有效地识别处于危险中的儿童。因此，评估 扫盲发展的基础机制提供了优化早期教育方法的潜力 身份证明。因为学习阅读是一个复杂的、多方面的过程，依赖于几个语音和 对于与语言相关的子技能，一种方法是调查这些子技能对识字的贡献 发展。到目前为止，仍未被充分研究的一个子技能是语音产生准确性在语言中的作用 有助于随后的识字技能，尽管有证据表明，一些言语障碍的儿童 语音产生，也就是所谓的语音延迟，会导致阅读困难。此外，目前还不清楚 言语延迟和阅读困难源于共同或不同的潜在基础。因此，研究大脑 早期的形态学可能揭示与言语延迟和语言延迟相关的潜在机制 早期患阅读障碍的风险，并辨别导致阅读困难的神经机制。为了进一步 为了调查导致随后阅读困难的机制，拟议的研究将需要 多维方法调查行为和神经之间的联系，语音准确性，前 识字技能，以及随后的识字技能。拟议的研究将建立在正在进行的纵向研究的基础上 对186名有/无阅读障碍行为风险的儿童(如识字前技能所示)的调查 从幼儿园到二年级(NIH-NICHD R01 HD067312)，并追溯识别儿童 通过语音记录的辅音正确百分比(PCC)分析，在有/没有语音延迟的情况下。这个 拟议中的研究将首次调查有/没有言语延迟的幼儿园儿童的大脑形态 相对于那些有/没有阅读障碍风险的人，这将描绘出言语延迟的结构性关联 同时考虑到阅读障碍的早期风险。这项研究的纵向方面将进一步调查 早期言语准确性、早期阅读障碍的行为风险和随后的识字技能之间的关系 通过调解和缓和分析。此外，拟议的研究将检查在多大程度上 早期言语准确性和识字前技能的行为和神经指标可以解释随后的 识字技能。总体而言，这项拟议的研究试图揭示导致 识字技能，并优化对后续识字技能的早期预测。这项研究可能提供有意义的 在早期识别中联合评估言语产出准确性和阅读障碍危险因素的意义。