Nature and Acquisition of the Speech Code and Reading

描述(由申请人提供)：我们研究项目的主要主题是语言音系学在口语使用和口语适应阅读中的中心作用。语音语言形式在口语使用中起着核心作用，因为它们是语言提供的公开语言信息的手段，因此可供其他语言使用者使用。它在阅读中起着核心作用，这有两个重要原因：发展中的读者是书写系统编码的口语的熟练使用者。此外，人类对口语的使用在生理上是适应的。读者理应这样做 在单词识别过程的早期，大脑对口语使用的通路适应。 我们计划的研究旨在发展我们的发音音系学理论，并探索发音手势在言语规划和言语感知中的作用。我们还想问，熟练的读者是否能读懂发音手势，更广泛地说，读者读懂的音系学是否与口语中使用的语音学一样。此外，我们计划结合行为研究、大脑成像和计算建模，进一步研究支持语音和熟练阅读的大脑系统。我们还在纵向研究中将大脑成像和行为研究结合起来，调查支持儿童阅读的大脑系统的发展。最后，我们计划调查阅读能力良好的年轻人以及补偿和未补偿的年轻人在阅读技能上的个体差异的潜在因素。

DESCRIPTION (provided by applicant): The overarching theme of our research program is the central role of the phonology of language both in spoken language use and in the adaptation of the spoken language to reading. Phonological language forms play a central role in spoken language use, because they are the means that languages provide for making linguistic messages public and so available to other language users. It plays a central role in reading for two important reasons: Developing readers are proficient users of the spoken language, which writing systems encode. Moreover, humans are biologically adapted to spoken language use. It behooves the reader to access adaptations of the brain for spoken language use early on in the process of word identification. The research that we plan is designed to develop our theory of articulatory phonology, and to explore the role of articulatory gestures in speech planning and speech perception. We also intend to ask whether articulatory gestures are accessed by skilled readers and more generally whether the phonology accessed by readers is that in use in the spoken language. In addition, we plan to investigate further the brain systems that support speech and skilled reading using a combination of behavioral research, brain imaging and computational modeling. We also combine brain imaging and behavioral research in longitudinal studies that will investigate the development of the brain systems supporting reading in children. Finally, we plan to investigate factors underlying individual differences in reading skill among good reading young adults, and compensated and uncompensated young adults.