Electrophysiological Activation during Reading: Investigating State Anxiety in Students with Developmental Dyslexia

背景：在英国，十分之一的人患有焦虑症。这一比例在阅读障碍患者中急剧增加，因为他们越来越容易出现社会情绪困难（Anxiety UK，2015）。焦虑作为阅读障碍的一个特征，在儿童研究中被广泛讨论，这导致了对高等教育学生阅读焦虑的研究缺乏;这不利于理解阅读障碍学习的持续性。目的：促进对阅读障碍的情感后果及其在整个生命周期中的差异的理解。方法：需要校准的定性和生理措施来评估焦虑作为副产品的阅读与阅读障碍。生理唤醒将采用非侵入性事件相关电位（脑电图）和心率变异性对阅读刺激进行研究，目标是无声和大声阅读单词和非单词。定性数据将通过自我报告的焦虑量表收集。该研究问是否有阅读障碍的学生经历更强的生理唤醒时，阅读比典型的阅读的学生，假设有阅读障碍的学生将激发更强的唤醒，以沉默和大声阅读的刺激，与大声阅读引发最强烈的情绪反应和峰值点nonword阅读。潜在的影响：研究将有助于精简一个新的方法模型，研究具体的学习困难的情绪后果。这项研究也可能与促进积极的幸福感和在高等教育机构提供学术和情感支持有关。

Background: 1 in 10 people in the UK have an anxiety disorder. This ratio radicallyincreases for individuals with dyslexia as they are increasingly vulnerable todeveloping socio-emotional difficulties (Anxiety UK, 2015). Anxiety as a feature ofdyslexia has been most prevalently discussed in childhood studies, resulting in apaucity of research examining reading anxiety with higher education students; thisis detrimental to understanding the continued account of learning with dyslexia.Objective: To advance understanding of dyslexia's emotional consequences andhow it differs across the lifespan.Methodology: Calibration of qualitative and physiological measures is needed toevaluate anxiety as a by-product of reading with dyslexia. Physiological arousalwill be investigated with non-invasive event-related potential(electroencephalography) and heart rate variability in response to readingstimulus, targeting silent and aloud reading of words and non-words. Qualitativedata will be collected through self-reported anxiety inventories. The research askswhether students with dyslexia experience stronger physiological arousal whenreading than typically-reading students, hypothesising dyslexic students willexhibit stronger arousal to both silent and aloud reading stimuli, with aloudreading eliciting the strongest emotional response and peaking at points of nonwordreading.Potential Impact: Research would contribute towards streamlining a newmethodological model for researching emotional consequences of specificlearning difficulties. The research may also be relevant for promoting positivemental well-being and providing academic and emotional support at highereducation institutions.