Experiential and child factors that determine acquisition of orthographic-phonological regularities in a quasi-regular writing system: An integrated behavioral/computational/neurobiological approach

项目摘要 这份P20提案是对尤尼斯·肯尼迪·施莱弗国家儿童健康与人类研究所的回应 开发(NICHD)LD创新中心邀请函，FOA(RFA-HD-17-003)。这个LD中心 通过解决病因、表现形式、 预防和补救研发，并明确回应FOA目标领域3，“历史上 挑战性的、但已确立的研究课题，涉及一种或多种高危人群或诊断为一种或多种 LDS[在我们的案例中是RD]，尽管公共卫生需求很高，但进展有限。最重要的是 该LD Hub项目的目标是为面向教育的新一代研究奠定基础 一种新的计算理论中的实践(例如，诊断、课程、指导和干预) 通过最新的计算建模和神经生物学措施了解个体发展 发展和学习，反过来，这使这些理论与挑战更紧密地结合在一起 面对典型发育迟缓(TD)儿童，更具体地说，是患有 阅读障碍(RD)。我们中心的主要动机是意识到下一个前沿 研发领域的科学工作必须增加对神经生物学的理解和整合 和在小学早期阶段的单词阅读成绩的认知基础 强调解释个体差异的因素，阐明两者之间的复杂关系 经验和一系列代表RD的认知技能，并为有效的指导和 补救措施。这个LD中心的长期目标是培养下一代科学知情的 需要进行单词阅读干预以改善RD儿童显著的单词阅读障碍 最难解决的学习困难(即对有效教学无反应)。在这项科学研究中 框架计算建模方法在连接教育和 神经生物学方面的进展。因此，我们的枢纽采用了综合的方法，以更好地了解 不透明和准规则阅读发展中个体差异的神经认知基础 书写系统，英语。具体地说，我们的中心汇聚了一群不同的、有才华的研究人员， 被辅导者和机构，以检查经验性(外源性)和儿童特有(内源性)因素 它决定了在不同子词粒度下正字法-音素(O-P)知识的获得 使用行为、计算建模和神经生物学方法。调查结果将丰富 阅读理解中影响词汇阅读发展个体差异的过程 和RD儿童，并为以下儿童制定有效的课程提供重要信息 努力学习阅读。

Project Summary This P20 proposal responds to the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) invitation for LD Innovation Hubs, FOA (RFA-HD-17-003). This LD Hub specifically addresses the P20 FOA (RFA-HD-17-003) by addressing issues of etiology, manifestation, prevention, and remediation of RD and by explicitly responding to the FOA target area 3, “historically challenging, yet established, research topics involving populations at risk for or diagnosed with one or more LDs [in our case RD] where progress has been limited despite high public health need.” The overarching goal of this LD Hub project is to lay the foundation for a generation of research that situates educational practices (e.g., diagnosis, curriculum, instruction, & intervention) in a novel computational theory of individual development informed by state of the art computational modeling and neurobiological measures of development and learning, and conversely, that aligns these theories more closely with the challenges confronting educators of both typically developing (TD) children and more specifically children with reading disability (RD). The primary motivation for our Hub is the realization that the next frontier of scientific work in the field of RD must increase the understanding and integration of the neurobiological and cognitive underpinnings of word reading performance across the early elementary grade span with emphasis on factors that explain individual differences, elucidate the complex relationship between experience and an array of cognitive skills that represent RD, and inform effective instruction and remediation. The long-term goal of this LD Hub is to develop the next generation of scientifically informed word-reading interventions required to ameliorate the significant word reading deficits of RD children with the most intractable learning difficulties (i.e., nonresponders to effective instruction). Within this scientific framework computational modeling approaches serve a critical connective role in bridging educational and neurobiological advances. Our Hub therefore adopts an integrated approach to better understand the neurocognitive bases of individual differences in word reading development in an opaque and quasi-regular writing system, English. Specifically, our Hub brings together a diverse and talented group of researchers, mentees, and institutions to examine the experiential (exogenous) and child-specific (endogenous) factors that determine acquisition of orthographic-phonological (O-P) knowledge at different subword granularities using behavioral, computational modeling, and neurobiological methods. Findings will enrich understanding of the processes that influence individual differences in word reading development in TD and RD children and significantly inform the development of effective curriculums for children who struggle to learn to read.