The neurocognition of procedural and declarative memory in dyslexia and S-RCD

熟练阅读是一项重要的技能。然而，大约25%-30%的儿童阅读能力较差。 因此，需要了解个体是如何阅读和理解文本的。一个被广泛接受的 阅读发展模式--简单观--将阅读划分为低层次阅读 (音素译码，即正字法到音位的转换)和更高级别 (理解)技能，每个水平与不同类型的阅读困难(RD)相关。 那些患有阅读障碍(DYS)的人表现出较低水平的缺陷，语音处理能力较差 对他们的解码能力受损起到了重要的解释作用。最近，人们的兴趣集中在 关于可能构成DY基础的基本学习机制，包括程序性和程序性的作用 陈述性学习和记忆。有证据表明，DYS患者的程序性记忆能力很差，但 陈述性记忆可能完好无损。与DYS相反，具有特定阅读理解能力的儿童 缺陷(S-RCD)快速准确地阅读单词，但与更高水平的阅读技能作斗争 理解。对S-RCD的研究表明，尽管有足够的语音，但语义加工能力较差 处理/解码以及内侧颞叶(一种结构)的神经生物学异常 与陈述性记忆相关)，同时阅读低频词。这些发现表明， S-RCD患者的陈述性记忆可能较弱。我们的首要目标是探索行为和 陈述性记忆系统和程序性记忆系统中学习的神经关联 DYS，S-RCD，和典型的开发阅读器，并检查这两个存储系统是如何 更广泛地涉及到解码和阅读理解。我们假设(目标1)DYS 会显示出程序性学习的弱点，而不是陈述性学习，而S-RCD可能会显示出 对面。这些差异还将反映在功能模式的神经生物学改变上 每个系统的基础。我们还假设(目标2)更广泛地说，当解码和阅读时 我们考察了陈述性/程序性理解的连续体、行为指标和神经指标 记忆会以不同的方式预测这两种阅读技能。这一研究方向代表了相对 了解RD，特别是S-刚果民盟的新的未知领域，并可能从长远来看 帮助阐明对阅读困难的人的更好的治疗，阅读困难是一个重要的公众 健康问题。最终，我们的计划是在这个探索性项目的基础上寻求R01资金。

Reading proficiently is a critical skill. Nevertheless, about 25-30% of children are poor readers. Thus, the need to understand how individuals read and comprehend text is critical. A widely accepted developmental model of reading, the Simple View, demarcates reading as consisting of lower-level (phonemic decoding, i.e., orthographic-to-phonological conversions) and higher-level (comprehension) skills, with each level associated with different types of reading difficulties (RD). Those with dyslexia (DYS) show lower-level deficits, with poor phonological processing thought to play an important explanatory role in their impaired decoding abilities. Recently, interest has focused on basic learning mechanisms that may underlie DYS, including the role of procedural and declarative learning and memory. Evidence suggests that procedural memory is poor in DYS, but that declarative memory may be intact. In contrast to DYS, children with Specific Reading Comprehension Deficits (S-RCD) read words quickly and accurately, but struggle with the higher-level skill of reading comprehension. Studies of S-RCD indicate poor semantic processing despite adequate phonological processing/decoding, as well as neurobiological anomalies of the medial temporal lobe (a structure associated with declarative memory) while reading low frequency words. These findings suggest that declarative memory may be weak in S-RCD. Our overarching goal is to explore the behavioral and neural correlates of learning in declarative and procedural memory systems through comparison of DYS, S-RCD, and typically developing readers and examination of how these two memory systems relate to decoding and reading comprehension more generally. We hypothesize (Aim 1) that DYS will show weaknesses in procedural but not declarative learning, while S-RCD may show the opposite. These differences will also be reflected in neurobiological alterations in functional patterns underlying each system. We also hypothesize (Aim 2) more broadly that when decoding and reading comprehension are examined on a continuum, behavioral and neural indices of declarative/procedural memory will differentially predict the two reading skills. This line of research represents relatively new and uncharted territory in understanding RD, especially S-RCD, and may in the long run help elucidate better treatments for those with reading difficulty, which is a significant public health concern. Ultimately, our plan is to build on this exploratory project to pursue R01 funding.