The neurobiological foundations of typical and atypical literacy acquisition

典型和非典型识字习得的​​神经生物学基础

基本信息

  • 批准号:
    9081606
  • 负责人:
  • 金额:
    $ 27.92万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
  • 财政年份:
  • 资助国家:
    美国
  • 起止时间:
    至 2017-08-31
  • 项目状态:
    已结题

项目摘要

Continuing a long-standing goal from this P01 to explicate important links between speech and reading, in this new proposal we propose a brain-based account of atypical reading development that traces phonological (and later reading deficits) to earlier problems in the machinery for speech perception, production, and perception/production interactions. To test this account, we focus on 1) how sensorimotor systems associated with speech perception and production support the development of age-appropriate phonological and later orthographic learning; 2) how becoming print-literate feeds back upon and modifies speech perception and production; and 3) how these relationships differ in contrastive orthographies. We employ a hybrid longitudinal/cross sectional design to examine concurrent and prospective brain-behavior relationships in high and low risk children as they transition from basic speech processing to phonological awareness (ages 4 to 6.5) and orthographic learning (ages 6 to 8.5). At the cognitive level of analysis we employ experiments that examine quality of speech perception and speech production, and sensorimotor adaptation, along with more conventional assessments of phonological processing, language, cognitive and sensorimotor skills. At the neurobiological level of analysis we utilize age-appropriate multimodal neuroimaging (including Near Infrared Spectroscopy (NIRS), EEG, and structural and functional MRI), to explicate concurrent and prospective brain behavior relationships associated with typical and atypical reading outcomes. In this older age range (6 to 8.5) we will also examine two contrastive orthographies (Spanish and Chinese) to test whether hypothesized bidirectional relationships between speech and reading development are language invariant or language specific at both the neurobiological and cognitive levels of analysis. RELEVANCE (See instructions): This program is relevant to the understanding the development of spoken and written language competence which is crucial for successful academic and life outcomes. Project I, by exploring the neurocognitive origins of atypical reading , adds a critical developmental perpsective on speech and reading relations in the Program, and is highly relevant to issue of improved early detection of reading disability.
延续 P01 的长期目标,阐明言语和阅读之间的重要联系, 在这个新提案中,我们提出了一种基于大脑的非典型阅读发展的解释,可以追踪 语音感知机制中的早期问题的语音(以及后来的阅读缺陷), 生产,以及感知/生产相互作用。为了测试这个说法,我们重点关注 1) 感觉运动如何 与言语感知和产生相关的系统支持适合年龄的发展 语音和后来的拼字法学习; 2)阅读印刷品如何反馈和改变 言语感知和产生; 3)这些关系在对比拼字法中有何不同。我们 采用混合纵向/横截面设计来检查同时和预期的大脑行为 高风险和低风险儿童从基本言语处理过渡到语音处理时的关系 意识(4至6.5岁)和拼写学习(6至8.5岁)。在分析的认知层面上,我们 采用实验来检查语音感知和语音生成以及感觉运动的质量 适应,以及对语音处理、语言、认知和能力的更传统的评估 感觉运动技能。在神经生物学分析层面,我们利用适合年龄的多模式 神经影像(包括近红外光谱 (NIRS)、脑电图以及结构和功能 MRI), 阐明与典型和非典型阅读相关的并发和预期大脑行为关系 结果。在这个较大的年龄范围(6 至 8.5)中,我们还将检查两种对比拼字法(西班牙语和 中文)测试言语和阅读发展之间是否存在假设的双向关系 在神经生物学和认知分析层面上是语言不变的或语言特定的。 相关性(参见说明): 该计划与理解口语和书面语言能力的发展相关 这对于成功的学业和生活成果至关重要。项目一,探索神经认知起源 的非典型阅读,增加了对言语和阅读关系的批判性发展视角 计划,并且与改进阅读障碍的早期检测问题高度相关。

项目成果

期刊论文数量(0)
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Kenneth R. Pugh其他文献

The Cambridge Handbook of Psycholinguistics: How Does the Brain Read Words?
剑桥心理语言学手册:大脑如何阅读单词?
  • DOI:
  • 发表时间:
    2012
  • 期刊:
  • 影响因子:
    0
  • 作者:
    R. Sandak;S. Frost;J. Rueckl;N. Landi;W. Mencl;Leonard Katz;Kenneth R. Pugh
  • 通讯作者:
    Kenneth R. Pugh
Deficient Response to Altered Auditory Feedback in Dyslexia
阅读障碍患者对听觉反馈改变的反应不足
  • DOI:
    10.1080/87565641.2018.1495723
  • 发表时间:
    2018
  • 期刊:
  • 影响因子:
    1.5
  • 作者:
    M. Bunt;Margriet A. Groen;S. W. V. D. Kleij;M. W. Noordenbos;E. Segers;Kenneth R. Pugh;Ludo Verhoeven
  • 通讯作者:
    Ludo Verhoeven
How Does the Brain Read Words
大脑如何阅读单词
  • DOI:
    10.1017/cbo9781139029377.012
  • 发表时间:
    2012
  • 期刊:
  • 影响因子:
    6.2
  • 作者:
    R. Sandak;S. Frost;J. Rueckl;N. Landi;W. Mencl;Leonard Katz;Kenneth R. Pugh
  • 通讯作者:
    Kenneth R. Pugh
Neuroimaging Studies of Reading Development and Reading Disability
阅读发展和阅读障碍的神经影像学研究
  • DOI:
  • 发表时间:
    2001
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Kenneth R. Pugh;W. Mencl;A. Jenner;Jun Ren Lee;L. Katz;S. Frost;S. Shaywitz;Bennett A Shaywitz
  • 通讯作者:
    Bennett A Shaywitz

Kenneth R. Pugh的其他文献

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{{ truncateString('Kenneth R. Pugh', 18)}}的其他基金

Tracking neurocognitive changes during evidence-based reading instruction in typically and atypically developing children
跟踪典型和非典型发育儿童的循证阅读教学期间的神经认知变化
  • 批准号:
    10698010
  • 财政年份:
    2022
  • 资助金额:
    $ 27.92万
  • 项目类别:
Tracking neurocognitive changes during evidence-based reading instruction in typically and atypically developing children
跟踪典型和非典型发育儿童的循证阅读教学期间的神经认知变化
  • 批准号:
    10402459
  • 财政年份:
    2022
  • 资助金额:
    $ 27.92万
  • 项目类别:
Tracking neurocognitive changes during evidence-based reading instruction in typically and atypically developing children
跟踪典型和非典型发育儿童的循证阅读教学期间的神经认知变化
  • 批准号:
    9384624
  • 财政年份:
    2017
  • 资助金额:
    $ 27.92万
  • 项目类别:
Tracking neurocognitive changes during evidence-based reading instruction in typically and atypically developing children
跟踪典型和非典型发育儿童的循证阅读教学期间的神经认知变化
  • 批准号:
    10207696
  • 财政年份:
    2017
  • 资助金额:
    $ 27.92万
  • 项目类别:
Tracking neurocognitive changes during evidence-based reading instruction in typically and atypically developing children
跟踪典型和非典型发育儿童的循证阅读教学期间的神经认知变化
  • 批准号:
    9981480
  • 财政年份:
    2017
  • 资助金额:
    $ 27.92万
  • 项目类别:
Neurocognitive determinants of adolescent second language literacy development
青少年第二语言读写能力发展的神经认知决定因素
  • 批准号:
    8308379
  • 财政年份:
    2011
  • 资助金额:
    $ 27.92万
  • 项目类别:
Neurocognitive determinants of adolescent second language literacy development
青少年第二语言读写能力发展的神经认知决定因素
  • 批准号:
    8687699
  • 财政年份:
    2011
  • 资助金额:
    $ 27.92万
  • 项目类别:
Neurobiological predictors of spoken and written language learning
口语和书面语言学习的神经生物学预测因子
  • 批准号:
    8450174
  • 财政年份:
    2011
  • 资助金额:
    $ 27.92万
  • 项目类别:
Neurocognitive determinants of adolescent second language literacy development
青少年第二语言读写能力发展的神经认知决定因素
  • 批准号:
    8465250
  • 财政年份:
    2011
  • 资助金额:
    $ 27.92万
  • 项目类别:
Neurocognitive determinants of adolescent second language literacy development
青少年第二语言读写能力发展的神经认知决定因素
  • 批准号:
    8186590
  • 财政年份:
    2011
  • 资助金额:
    $ 27.92万
  • 项目类别:

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