SES AND BRAIN ACTIVATION IN DYSLEXIC VS TYPICAL ADOLESCENT READERS

这个子项目是许多研究子项目中的一个 由NIH/NCRR资助的中心赠款提供的资源。子项目和 研究者（PI）可能从另一个NIH来源获得了主要资金， 因此可以在其他CRISP条目中表示。所列机构为 研究中心，而研究中心不一定是研究者所在的机构。 现有的研究表明，社会经济地位（SES）是一个强大的预测阅读能力，与更高的社会经济地位与更大的阅读熟练度。一项研究探讨了SES和阅读相关大脑激活之间的关系，表明SES调节具有不同阅读能力的幼儿的语音技能和大脑激活之间的关系（Noble et al. Dev Sci 2006）。 具体目标： 扩展这一发现，并检查SES和大脑激活之间的联系，在语音处理独立的青少年和无阅读障碍。 研究方法： 参与者是33名健康，右撇子，讲英语的青少年（12名男性，19名睡眠障碍）。通过对三个得分（父母教育、职业和家庭收入）进行探索性因素分析，独立计算每组的SES综合得分。在fMRI期间，参与者执行了一个真实单词的押韵判断任务。使用统计参数映射（SPM 2）（p值= 0.005，范围阈值= 10）进行大脑激活和SES之间的简单相关性。

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. Extant work suggests that socioeconomic status (SES) is a robust predictor of reading ability, with higher SES related to greater reading proficiency. One study that examined the relationship between SES and reading-related brain activation suggests that SES modulates the relationship between phonological skills and brain activation in young children with various reading ability (Noble et al. Dev Sci 2006). Specific Aims: To extend this finding and examine the association between SES and brain activation during phonological processing independently in adolescents with and without dyslexia. Methods: Participants were 33 healthy, right-handed, English-speaking adolescents (12 males; 19 dyslexic). A composite SES score was calculated for each group independently through exploratory factor analysis of three scores (parental education, occupation, and family income). During fMRI, participants performed a real-word rhyme judgment task. Simple correlations between brain activation and SES were conducted using statistical parametric mapping (SPM2) (p-value=.005, extent threshold=10).