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

熟练的阅读是一项重要的技能。然而，大约25-30%的儿童是穷人的读者。 因此，了解个人如何阅读和理解文本的需求至关重要。一个被广泛接受 阅读的发展模式，即简单观，将阅读划分为由低层次的 （音素解码，即，正字法到音系的转换）和更高级别的 （理解）技能，每个水平与不同类型的阅读困难（RD）相关联。 那些有阅读障碍（DYS）的人表现出较低水平的缺陷，语音处理能力差， 在他们受损的解码能力中起着重要的解释作用。最近，人们的兴趣集中在 关于可能构成DYS基础的基本学习机制，包括程序和 陈述性学习和记忆。有证据表明，DYS患者的程序性记忆较差，但 陈述性记忆可能完好无损。与DYS相比，特殊阅读理解儿童 缺陷（S-RCD）快速准确地阅读单词，但与更高水平的阅读技能斗争 理解力S-RCD的研究表明，尽管有足够的语音信息， 处理/解码，以及内侧颞叶的神经生物学异常（结构 与陈述性记忆相关），同时阅读低频单词。这些发现表明 陈述性记忆在S-RCD中可能较弱。我们的首要目标是探索行为和 通过比较陈述性和程序性记忆系统中学习的神经相关性， DYS，S-RCD，以及典型的开发阅读器，并检查这两个记忆系统 更一般地涉及解码和阅读理解。我们假设（目标1）DYS 将显示程序性学习的弱点，而不是陈述性学习，而S-RCD可能显示 对生这些差异也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 理解是在陈述性/程序性的连续体、行为和神经指标上进行检查的。 记忆将不同地预测这两种阅读技能。这条研究路线相对来说 在理解RD，特别是S-RCD方面，这是一个新的未知领域，从长远来看， 帮助阐明更好的治疗那些有阅读困难，这是一个重大的公众 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R 01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.