Reading Disability in Grades 3 - 8: Neurocognitive Fact*

描述（由申请人提供）：本研究中心的总体目标是检查3-8年级儿童中存在的阅读障碍（RD），包括分类，识别，治疗，患病率，神经认知特征，以及合并症（注意缺陷多动障碍; ADHD）对阅读的影响。虽然对早期阅读发展和障碍了解很多，但对小学低年级以后的阅读和阅读障碍的研究却少得多。因此，关于读者如何能够有效地从文本中收集信息或学习的知识存在着严重的差距，尽管这可以说是三年级后取得学术成功所需的最重要技能。我们的研究中心旨在通过汇集多样化和有才华的研究人员和机构来填补这一关键的知识空白（肯尼迪克里格研究所，哈斯金斯实验室，教育考试服务（ETS），和马里兰州大学）进行相互关联的项目，这些发现将使我们能够深入了解影响阅读成绩的神经生物学和行为过程，小学成绩。我们的总体假设是，RD过去的早期小学几年是异质性的性质，造成的“自下而上”和“自上而下”的过程。在此背景下，我们提出的项目，一）检查的神经生物学和行为发展的单词水平的效率，单词水平和文本水平的流畅性和理解之间的关系，以及不同的文本需求后的理解的影响：二）检查RTI的有效性作为一种方式来识别儿童RD，并确定是否有神经认知指标预测干预反应; III）确定ADHD的认知方面（处理速度，工作记忆）如何影响阅读理解;和IV）通过建立从项目I，II和III中获得的知识以及对现有数据集的分析来确定RD的不同亚型的患病率。因此，在项目IV的框架内，研究中心的项目集中在一项具有重大公共卫生价值的奋进中。了解在什么年龄的常见的RD亚型，以及ADHD的影响，将有助于揭示什么教学重点（ES）应该是我们国家的年龄较大的儿童，包括教师应该寻找什么样的风险因素。

DESCRIPTION (provided by applicant): The overarching goal of this Research Center is to examine the reading disabilities (RDs) present in children grades 3-8, including classification, identification, treatment, prevalence, neurocognitive characteristics, as well as the influence of comorbidities (Attention Deficit Hyperactivity Disorder; ADHD) on reading. While much is known about early reading development and disorders, there has been much less examination of reading and RDs past the early elementary grades. Therefore, there is a critical gap in knowledge about what it takes for a reader to be able to effectively glean information - or learn - from text, even though this is arguably the most important skill needed to achieve academic success after the 3rd grade. Our Research Center seeks to fill this critical gap in knowledge by bringing together a diverse and talented set of researchers and institutions (Kennedy Krieger Institute, Haskins Laboratories, Educational Testing Services (ETS), and University of Maryland) to conduct inter-related projects, the findings from which will allow us to gain a deep understanding of the neurobiological and behavioral processes that influence reading achievement past the early elementary grades. Our overarching hypothesis is that RDs past the early elementary years are heterogeneous in nature, caused by both "bottom up" and "top down" processes. Within this context, we propose projects that I) examine the neurobiological and behavioral development of word level efficiency, the relationship between word-level and text-level fluency and comprehension, and the influence of different textual demands upon comprehension; II) examine the validity of RTI as a way of identifying children with RDs, and to determine if there are neurocognitive indicators that predict intervention responsiveness; III) determine how the cognitive aspects of ADHD (processing speed, working memory) influence reading comprehension; and IV) to determine the prevalence of different subtypes of RDs by building upon the knowledge gained from Projects I, II, and III, as well as analyses of extant datasets. Thus, within the framework of Project IV, the projects of the Research Center converge in an endeavor that will have significant public health value. Knowing the common subtypes of RDs at what age, as well as the influence of ADHD, will help reveal what the instructional emphasis (es) should be for the older children in our nation, including what risk factors teachers should be looking for.