The neurobiological foundations of typical and atypical literacy acquisition

继续本P01的长期目标，阐明言语和阅读之间的重要联系， 这个新的建议，我们提出了一个基于大脑的非典型阅读发展的帐户， 语音（以及后来的阅读缺陷）对早期语言感知机制的问题， 生产和感知/生产互动。为了验证这一说法，我们集中在1）感觉运动如何 与言语感知和产生相关的系统支持与年龄相适应的 语音和后来的正字法学习; 2）如何成为印刷识字反馈和修改 语音感知和生产; 3）这些关系如何不同的对比拼写。我们 采用混合纵向/横向设计来检查同时和预期的脑行为 高风险和低风险儿童从基本语音处理过渡到语音处理时的关系 认知（4至6.5岁）和正字法学习（6至8.5岁）。在分析的认知层面上， 采用实验，检查言语感知和言语产生的质量，以及感觉运动 适应，沿着更传统的评估语音处理，语言，认知和 感觉运动技能在神经生物学水平的分析，我们利用年龄适当的多模态 神经成像（包括近红外光谱（NIRS）、EEG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前瞻性大脑行为关系 结果。在这个较大的年龄范围（6至8.5），我们还将检查两个对比的拼写（西班牙语和 汉语）来检验假设的言语和阅读发展之间的双向关系是否 在神经生物学和认知分析水平上，语言是不变的或语言特异性的。 相关性（参见说明）： 本课程与理解口语和书面语言能力的发展有关 这对成功的学术和生活成果至关重要。项目一，通过探索神经认知的起源 的非典型阅读，增加了一个关键的发展视角的讲话和阅读的关系， 计划，并与改善阅读障碍的早期发现问题高度相关。

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.