The neurobiological foundations of typical and atypical literacy acquisition

继续本P01的一个长期目标，阐述演讲和阅读之间的重要联系，在 在这项新的提议中，我们提出了一种基于大脑的非典型阅读发展的描述 语音(以及后来的阅读缺陷)到语音感知机制中更早的问题， 生产，以及感知/生产相互作用。为了测试这个解释，我们关注1)感觉运动是如何 与言语感知和产生相关的系统支持与年龄相适应的发育 语音和后来的拼写学习；2)精通印刷品如何反馈和修改 言语知觉和产出；以及3)这些关系在对比拼法中有何不同。我们 采用混合纵向/横截面设计来检查同时和预期的大脑行为 高风险儿童和低风险儿童从基本语音处理向语音处理转变时的关系 意识(4至6.5岁)和正字法学习(6至8.5岁)。在分析的认知层面上，我们 使用实验来检查语音感知和语音产生的质量，以及感觉运动 适应，以及更传统的语音处理、语言、认知和 感觉运动技能。在神经生物学层面的分析中，我们使用了适合年龄的多模式 神经成像(包括近红外光谱(NIRS)、脑电以及结构和功能磁共振)，以 阐明与典型和非典型阅读相关的当前和预期的大脑行为关系 结果。在这个较老的年龄段(6岁到8.5岁)，我们还将检查两个对比的正字法(西班牙语和 测试是否假设了言语和阅读发展之间的双向关系 在分析的神经生物学和认知层面上，语言是不变的还是特定的。 相关性(请参阅说明)： 这项计划与理解口语和书面语言能力的发展有关 这对成功的学业和生活成果至关重要。项目I，通过探索神经认知的起源 在非典型阅读中，增加了对言语和阅读关系的批判性发展洞察力 计划，并与改进早期发现阅读障碍的问题高度相关。

Continuing a long-standing goal from this P01 to explicate important links between speech and reading, in this new proposal we propose a brain-based account of atypical reading development that traces phonological (and later reading deficits) to eariier problems in the machinery for speech perception, production, and perception/production interactions. To test this account, we focus on 1) how sensorimotor systems associated with speech perception and production support the development of age-appropriate phonological and later orthographic learning; 2) how becoming print-literate feeds back upon and modifies speech perception and production; and 3) how these relationships differ in contrastive orthographies. We employ a hybrid longitudinal/cross sectional design to examine concurrent and prospective brain-behavior relationships in high and low risk children as they transition from basic speech processing to phonological awareness (ages 4 to 6.5) and orthographic learning (ages 6 to 8.5). At the cognitive level of analysis we employ experiments that examine quality of speech perception and speech production, and sensorimotor adaptation, along with more conventional assessments of phonological processing, language, cognitive and sensorimotor skills. At the neurobiological level of analysis we utilize age-appropriate multimodal neuroimaging (including Near Infrared Spectroscopy (NIRS), EEG, and structural and functional MRI), to explicate concurrent and prospective brain behavior relationships associated with typical and atypical reading outcomes. In this older age range (6 to 8.5) we will also examine two contrastive orthographies (Spanish and Chinese) to test whether hypothesized bidirectional relationships between speech and reading development are language invariant or language specific at both the neurobiological and cognitive levels of analysis. RELEVANCE (See instructions): This program is relevant to the understanding the development of spoken and written language competence which is crucial for successful academic and life outcomes. Project I, by exploring the neurocognitive origins of atypcial reading , adds a critical developmental perpsective on speech and reading relations in the Program, and is highly relevant to issue of improved eariy detection of reading disability.