Experiential and child factors that determine acquisition of orthographic-phonological regularities in a quasi-regular writing system: An integrated behavioral/computational/neurobiological approach

这份P20提案题为“决定获得正字法的经验和儿童因素-- 准规则书写系统中的音位规则：一种综合方法 行为/计算/神经生物学方法“回应尤尼斯·肯尼迪·施莱弗国家 儿童健康与人类发展研究所(NICHD)邀请LD创新中心，FOA(RFA-HD- 17-003)。该LD集线器通过解决病因学问题来具体解决P20 FOA(RFA-HD-17-003)， RD的表现、预防和补救，并通过明确响应FOA目标区3， “历来具有挑战性，但已确立的研究课题涉及高危人群或确诊为艾滋病的人群。 或更多的LD[在我们的案例中是RD]，尽管公共卫生需求很高，但进展有限。这个 该LD Hub项目的总体目标是为下一代研究奠定基础 一种新的计算理论中的教育实践(如诊断、课程、教学和干预) 由最先进的计算模型和神经生物学测量了解的个体发展 发展和学习，反过来，这使这些理论与挑战更紧密地结合在一起 面对典型发育儿童(TD)的教育者，更具体地说，是阅读障碍儿童的教育者 伤残(RD)。我们中心的主要动机是认识到科学工作的下一个前沿是 研发领域必须增加对神经生物学和认知的理解和整合 小学早期阶段单词阅读成绩的基础，强调因素 它们解释了个体差异，阐明了经验和一系列 代表RD的认知技能，并为有效的指导和补救提供信息。这样做的长期目标是 LD Hub将开发下一代科学知情的单词阅读干预措施，所需的 改善具有最难解决的学习困难的RD儿童的显著单词阅读缺陷(即， 对有效指导不予回应的人)。在这一科学框架内，计算建模方法 在连接教育和神经生物学进步方面起着关键的联系作用。因此，我们的中心采用 更好地理解单词阅读中个体差异的神经认知基础的综合方法 在一种不透明和准规则的书写系统中发展，英语。具体地说，我们的中心汇集了一个 研究人员、被辅导者和机构组成的多样化且有才华的团队，以检验经验性(外源性) 和儿童特有的(内源性)因素，这些因素决定了拼写-音素(O-P)的习得 使用行为、计算模型和神经生物学在不同子词粒度上的知识 方法：研究方法。这些发现将丰富人们对影响词汇个体差异的过程的理解 TD和RD儿童的阅读发展，并显著促进有效课程的发展 为努力学习阅读的孩子们准备的。

This P20 proposal entitled, “Experiential and Child Factors that Determine Acquisition of Orthographic- Phonological Regularities in a Quasi-Regular Writing System: An Integrated Behavioral/Computational/Neurobiological Approach” responds to the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) invitation for LD Innovation Hubs, FOA (RFA-HD- 17-003). This LD Hub specifically addresses the P20 FOA (RFA-HD-17-003) by addressing issues of etiology, manifestation, prevention, and remediation of RD and by explicitly responding to the FOA target area 3, “historically challenging, yet established, research topics involving populations at risk for or diagnosed with one or more LDs [in our case RD] where progress has been limited despite high public health need.” The overarching goal of this LD Hub project is to lay the foundation for a generation of research that situates educational practices (e.g., diagnosis, curriculum, instruction, & intervention) in a novel computational theory of individual development informed by state of the art computational modeling and neurobiological measures of development and learning, and conversely, that aligns these theories more closely with the challenges confronting educators of both typically developing (TD) children and more specifically children with reading disability (RD). The primary motivation for our Hub is the realization that the next frontier of scientific work in the field of RD must increase the understanding and integration of the neurobiological and cognitive underpinnings of word reading performance across the early elementary grade span with emphasis on factors that explain individual differences, elucidate the complex relationship between experience and an array of cognitive skills that represent RD, and inform effective instruction and remediation. The long-term goal of this LD Hub is to develop the next generation of scientifically informed word-reading interventions required to ameliorate the significant word reading deficits of RD children with the most intractable learning difficulties (i.e., nonresponders to effective instruction). Within this scientific framework computational modeling approaches serve a critical connective role in bridging educational and neurobiological advances. Our Hub therefore adopts an integrated approach to better understand the neurocognitive bases of individual differences in word reading development in an opaque and quasi-regular writing system, English. Specifically, our Hub brings together a diverse and talented group of researchers, mentees, and institutions to examine the experiential (exogenous) and child-specific (endogenous) factors that determine acquisition of orthographic-phonological (O-P) knowledge at different subword granularities using behavioral, computational modeling, and neurobiological methods. Findings will enrich understanding of the processes that influence individual differences in word reading development in TD and RD children and significantly inform the development of effective curriculums for children who struggle to learn to read.