READING OUTCOMES IN CHILDREN WITH VESTIBULAR LOSS

项目摘要/摘要 前庭功能丧失儿童的阅读结果 前庭功能障碍可与听力障碍并存，导致双重感觉障碍。不幸的是，患有 听力损失很少被评估为前庭损失。因此，共病前庭缺失对儿童的影响 听力损失是未知的，特别是在学习和认知结果方面。虽然前庭缺失一直是 推测会影响儿童的阅读结果(Braswell 2006a；Snashall 1983；Tomaz 2014)，程度 哪种前庭缺失会影响阅读结果，而前庭缺失与阅读之间的关系不会 明白了。因此，这项建议的目的是调查阅读结果之间的关系 以及听力损失儿童的前庭损失。前庭系统负责解码头部 在相同和相反的方向上运动和诱导眼球运动，以保持稳定的视力。它不是 因此，令人惊讶的是，前庭丧失会导致动态视力下降--在 头部活动--(Rine 2003；Janky 2015)；然而，前庭丧失和动态视力下降的儿童 敏锐度也会降低阅读敏锐度--可以阅读的最小打印尺寸--并且需要更大的打印尺寸 与听力正常的同龄人相比，阅读(Braswell，2006a)。因此，目标1将检验假设 由于前庭-眼反射和认知障碍，前庭丧失会导致视力下降，这可能 影响阅读。从理论上讲，《阅读的简单观点》(Gough 1986)认为，阅读理解 可以用解码能力和语言理解能力来解释；然而，这两个因素并不能解释 对于阅读理解中的所有差异(Aaron 1999)。在听力受损的儿童中，阅读受到 语言、语音处理和听觉通路；然而，这些因素本身并不能完全解释 差异。目标2将检验假设，在控制了已知的影响阅读的变量之后 表现(即，语言、语音处理、听觉通路等)，前庭损失将占 阅读结果的显著差异。这项研究计划的长期目标是 明确共病前庭缺失的发育和学习影响，然后发展康复治疗 减轻负面后果的战略。拟议的工作将提供对前庭的更好的理解 听力损失是听力损失儿童阅读困难的一个促成因素，而以前只有影响 听力损失的可能性也被考虑过。建议的工作将提高对阅读的科学理解 听力损失儿童的缺陷，并可能导致对听力损失儿童进行新的阅读康复干预 考虑前庭损伤造成的听力损失，这是一个到目前为止一直被忽视的因素。脚手架式的训练计划 旨在增强我对听力损失儿童识字结果的理解，认知， 神经解剖学、发育和结合眼球跟踪来解决假说的能力。

PROJECT SUMMARY/ABSTRACT Reading Outcomes in Children with Vestibular Loss Vestibular loss can co-occur with hearing loss causing dual sensory deficits. Unfortunately, children with hearing loss are rarely assessed for vestibular loss. As a result, the impact of co-morbid vestibular loss in children with hearing loss is unknown, particularly on academic and cognitive outcomes. While vestibular loss has been speculated to affect reading outcomes in children (Braswell 2006a; Snashall 1983; Tomaz 2014), the extent to which vestibular loss affects reading outcomes and the association between vestibular loss and reading is not understood. Therefore, the purpose of this proposal is to investigate the relationship between reading outcomes and vestibular loss in children with hearing loss. The vestibular system is responsible for decoding head movement and eliciting eye movements in an equal and opposite direction to maintain steady vision. It is not surprising therefore that vestibular loss results in reduced dynamic visual acuity – the ability to see clearly during head movement – (Rine 2003; Janky 2015); however, children with vestibular loss and reduced dynamic visual acuity also have reduced reading acuity – the smallest print size that can be read – and require larger print size for reading compared to peers with normal hearing (Braswell 2006a). Thus, Aim 1 will test the hypothesis that vestibular loss results in visual acuity deficits due to vestibulo-ocular reflex and cognitive deficits, which could impact reading. Theoretically, the Simple View of Reading (Gough 1986) suggests that reading comprehension can be explained by decoding and language comprehension abilities; however, these two factors do not account for all the variance in reading comprehension (Aaron 1999). In children with hearing loss, reading is affected by language, phonological processing, and auditory access; however, these factors alone do not fully explain the variance. Aim 2 will test the hypothesis that after controlling for variables known to contribute to reading performance (i.e., language, phonological processing, auditory access, etc.), vestibular loss will account for a significant amount of the variance in reading outcomes. The long-term goals of this research program are to define the developmental and academic impact of comorbid vestibular loss and then develop rehabilitative strategies that mitigate negative outcomes. The proposed work will provide a better understanding of vestibular loss as a contributing factor to reading difficulties for children with hearing loss, where previously only the effects of hearing loss have been considered. The proposed work will improve the scientific understanding of reading deficits in children with hearing loss and could lead to new rehabilitative interventions for reading in children with hearing loss by considering vestibular loss, a factor that has until now been ignored. A scaffolded training plan has been devised to enhance my understanding of literacy outcomes in children with hearing loss, cognition, neuroanatomy, development, and the ability to incorporate eye tracking to address the hypotheses.