Supplement for Sikoya Ashburn to "An fMRI Study on the Neural Basis of Combined Math and Reading Disability"

Sikoya Ashburn 对“组合数学和阅读障碍的神经基础的功能磁共振成像研究”的补充

• 批准号: 9268300
• 负责人: Guinevere F. Eden
• 金额: $ 5.71万
• 依托单位: GEORGETOWN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-07-01 至 2020-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9268300
• 关键词: 11 year old; Accounting; Address; Adult; Anatomy; Area; Arithmetic; Attention; Base of the Brain; Behavioral; Bilateral; Brain; Brain imaging; Brain region; Child; Cognition; Data; Development; Disabled Children; Disabled Persons; Dissociation; Etiology; Evaluation; Functional Magnetic Resonance Imaging; Health; Heart; Individual; Inferior; Intervention; Investigation; Knowledge; Language; Learning; Learning Disabilities; Left; Light; Magnetic Resonance Imaging; Mathematics; Measures; Mediating; Mediation; Meta-Analysis; Modeling; National Institute of Child Health and Human Development; Nature; Neurobiology; Outcome; Parietal; Parietal Lobe; Performance; Play; Procedures; Process; Readiness; Reading; Reading Disabilities; Research; Research Personnel; Rest; Retrieval; Role; Sampling; Severities; Signal Transduction; Students; Techniques; Temporal Lobe; Testing; Time; Work; base; behavior measurement; disability; experience; follow-up; frontal lobe; imaging modality; improved; insight; mathematical learning; mathematics disability; neural correlate; neuropsychological; operation; phonological awareness; phonology; relating to nervous system; remediation; skills; success; theories; tutoring

 DESCRIPTION (provided by applicant): Math disability (MD) and reading disability (RD) have a significant negative impact at the individual and societal levels. Co-existence of the two (MD+RD) is an even greater challenge and presents an urgent problem for researchers and practitioners to address. The neural correlates of successful math and reading interventions in children with comorbid MD+RD are unknown, yet this knowledge would provide important insights into MD+RD and its remediation. We will investigate reading- and math-specific intervention-induced brain changes and test the hypothesis that reading and retrieval-based arithmetic, because verbally mediated, are both strengthened through reading intervention. Using functional magnetic resonance imaging (fMRI) methods employed in our prior studies, we propose to examine brain areas that subserve (i) reading, (ii) verbally mediated, retrieval- based arithmetic (addition of small numbers), and (iii) procedural-based arithmetic (subtraction). Forty-eight children with MD+RD will be studied prior to and following two periods of intensive tutoring: math followed by reading intervention, or vice versa. Following each intervention, we will examine reading and math performance via neuropsychological measures and brain-based changes (activity during reading and retrieval- based/procedural-based math tasks, resting state connectivity, and brain anatomy). Our first Aim is to test whether reading intervention brings about gains not only in reading (concomitant with left hemisphere increases in brain activity during reading), but also in math performance, and that these reading-intervention- induced changes in math also elicit increases during retrieval-based arithmetic in the same left hemisphere regions subserved by language. We also expect that math intervention results in gains on standardized and experimental measures of math along with increased brain activity, this time in right hemisphere parietal cortex during procedural-based arithmetic. As such, we will test the role of language mediation in the remediation of MD+RD by manipulating both the type of intervention and the fMRI tasks. We will employ analysis techniques that will allow us to assess brain-behavioral and brain-brain relationships prior to and following interventions. In our second Aim, we will test whether brain activity during reading and math tasks prior to the interventions predicts the improvements in reading and math skills, with the hypothesis that left inferior parietal cortex plays a critical role in signaling a verbally mediated "readiness" to maximally benefit from either intervention. In a third Aim, we will pool the fMRI data on tasks prior to the intervention with the same type of data previously acquired in children with RD and controls. In this sample of 120, we will examine relationships between neuropsychological measures of reading, phonological, and math skills, with brain activity during reading and math. This will allow us to test relationships described above between math, language, and brain function using a wider continuum. Together, these aims directly fit FOA PA-12-248 by addressing math learning, math disabilities, language influence on math, and intervention-induced neurobiological plasticity.

 描述（由适用提供）：数学障碍（MD）和阅读障碍（RD）对个人和社会水平产生重大的负面影响。两者（MD+RD）的共存是一个更大的挑战，并给研究人员和从业者提供了一个紧迫的问题。成功的数学和阅读干预措施的神经相关性尚不清楚，但是这些知识将为MD+RD及其补救提供重要的见解。我们将研究阅读和数学特异性干预引起的大脑变化，并检验以下假设：由于口头介导的阅读和基于检索的算术都可以通过阅读干预来增强。我们使用先前研究中携带的功能磁共振成像（fMRI）方法，我们建议检查（i）读取的大脑区域（（ii）口头介导的基于检索的基于检索的算术（添加少量）和（iii）基于程序的基于基于程序的算术算术（减去）。有48名MD+RD的儿童将在两个阶段的密集辅导之前和之后进行研究：数学，然后阅读干预，反之亦然。每次干预之后，我们将通过神经心理学措施和基于大脑的变化（在阅读和基于检索的数学任务，静止状态连接和大脑解剖结构）进行阅读和数学表现。我们的第一个目的是测试阅读干预是否不仅带来了阅读的收益（与阅读过程中的左半球增加了大脑活动的增加），而且还带来了数学表现，并且这些阅读干预诱导的数学的变化在基于检索的算术中在同一左半球区域在基于左半球的算术中也会增加。我们还期望数学干预会在基于程序性的算术期间，这次在右半球顶叶皮层中会带来标准化和实验性的数学测量以及大脑活动的增加。因此，我们将通过操纵干预类型和fMRI任务来测试语言中介在MD+RD修复中的作用。我们将采用分析技术，使我们能够在干预措施之前和之后评估脑行为和脑脑的关系。在我们的第二个目标中，我们将测试在干预之前阅读和数学任务期间的大脑活动预测阅读和数学技能的提高，其假设使较低的顶壁皮层在表达口头介导的“准备就绪”以最大程度地提出任何干预措施中最大程度地益处。在第三个目的中，我们将使用先前在RD和控制仪的儿童中获得的相同类型的数据来汇总任务上的fMRI数据。在这个120个样本中，我们将研究阅读，语音和数学技能的神经心理学测量与阅读和数学过程中的大脑活动之间的关系。这将使我们能够使用更广泛的连续体测试上述数学，语言和大脑功能之间的关系。通过解决数学学习，数学障碍，对数学的影响以及干预引起的神经生物学可塑性，这些目标在一起，直接符合FOA PA-12-248。