How does the brain learn to read? Investigations combining neuroimaging with artificial orthography learning.

这项拟议中的研究将调查大脑如何学习阅读。英语中的大多数单词都有直接的发音（habitat，grumpy，church）。但是，有些话不（上校，混乱，是）。关于我们如何阅读所有这些单词，有两种主要的理论。一种认为，不同的大脑系统代表了典型的字母-声音规则和特殊的发音。另一种观点认为，所有的单词都是由同一个系统阅读的，而对单词意义的了解有助于我们阅读例外的单词。我将通过扫描人们学习阅读新单词时的大脑来判断这些想法。这将是第一个研究学习过程中大脑活动的研究。这对于理解不同的大脑机制如何帮助我们学习不同类型的单词至关重要。我的第一项研究将确定在学习典型单词和例外单词时，不同的大脑区域是否活跃。在我的第二个研究中，一些新奇的词汇将有一个含义。这将使我能够看到大脑中处理意义信息的区域在学习具有特殊拼写的单词时是否活跃。这项工作将有助于发展学习阅读的模式。这将提高未来研究的质量，并有助于优化教育实践。

The proposed research will investigate how the brain learns to read. Most words in English have straightforward pronunciations (habitat, grumpy, church). However, some words do not (colonel, chaos, was). There are two main theories for how we can read all these words. One suggests that different brain system represent typical letter-sound rules and exceptional pronunciations. The other argues that all words are read by the same system, and knowledge of word meanings helps us read exception words. I will adjudicate between these ideas by scanning people's brains while they learn to read new words. This will be the first study to look at brain activity during learning. This is vital to understanding how different brain mechanisms help us to learn different types of words. My first study will determine whether different brain regions are active when learning typical versus exception words. In my second study some of the novel words will have a meaning. This will enable me to see whether brain regions that process meaning information are active when learning words with exceptional spellings. This work will help develop models of learning to read. This will improve the quality of future research and contribute to optimising educational practice.