SES AND BRAIN ACTIVATION IN DYSLEXIC VS TYPICAL ADOLESCENT READERS

这个子项目是许多研究子项目中利用 资源由NIH/NCRR资助的中心拨款提供。子项目和 调查员(PI)可能从NIH的另一个来源获得了主要资金， 并因此可以在其他清晰的条目中表示。列出的机构是 该中心不一定是调查人员的机构。 现有的研究表明，社会经济地位(SES)对阅读能力有很强的预测作用，社会经济地位越高，阅读水平越高。一项研究了SES和与阅读相关的大脑激活的关系，表明SES调节了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等人)。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，在患有和不患有阅读障碍的青少年中，独立地进行语音处理。 方法： 参与者是33名健康的、右撇子、说英语的青少年(12名男性；19名阅读障碍者)。通过探索性因素分析三分(父母教育程度、职业和家庭收入)独立计算出每组的综合SES得分。在功能磁共振成像过程中，参与者完成了一项真实单词押韵判断任务。使用统计参数图(SPM2)进行脑激活与SES之间的简单关联(p值=0.005，范围阈值=10)。

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).