The role of executive functions in reading and reading remediation

摘要 阅读困难的特点是阅读速度慢、不准确、理解力差、流利性差。的目标是 这一建议是为了证明行政职能在熟练阅读中也起着至关重要的作用。 具体地说，我们将检验两个关于执行功能在使用大脑阅读中的作用的新假说 对儿童阅读和执行功能技能的成像和行为评估。首先，我们假设 阅读能力差将与执行功能和执行功能之间的连接中断有关 阅读网络反映在结构和功能连通性的神经成像测量中。第二， 我们预计，使用阅读加速计划(RAP)的计算机培训将提高阅读能力 通过加强阅读和执行功能电路之间的联系。我们预计会有一个 提高了典型读者和阅读困难儿童的阅读技能，有更具体的 对阅读困难儿童的阅读能力有很大的影响。我们的试点数据表明 RAP训练改善了阅读困难儿童的阅读和执行功能 四周。拟议的研究将使用结构和功能脑成像和连接性分析 加上阅读和认知评估，以填补我们对 执行功能和阅读能力。此外，使用非阅读干预的控制组将允许我们 检查说唱干预对阅读困难的特异性。我们将把这些知识应用于 确定是否以执行功能为基础的阅读干预，针对执行之间的联系 功能和阅读，可以补救学龄儿童的阅读困难。我们将应用创新 分析方法了解执行功能在阅读中的作用，旨在开发更适合的方法 阅读困难儿童的诊断和干预。

ABSTRACT Reading difficulty is characterized by slow, inaccurate reading, poor comprehension and fluency. The goal of this proposal is to demonstrate that executive functions also have a crucial role in proficient reading. Specifically we will examine two novel hypotheses about the role of executive functions in reading using brain imaging and behavioral assessments of reading and executive functions skills in children. First, we postulate that poor reading skills will be associated with disruption in connectivity between executive functions and reading networks as reflected in neuroimaging measures of structural and functional connectivity. Secondly, we expect that computer-based training using the Reading Acceleration Program (RAP) will improve reading by strengthening connections between reading and executive functions circuitry. We anticipate an improvement in reading skills in both typical readers and children with reading difficulties, with more specific and dramatic impact on reading abilities in children with reading difficulties. Our pilot data has demonstrated that RAP training improved reading as well executive functions in children with reading difficulties in as little as four weeks. The proposed studies will use structural and functional brain imaging and connectivity analysis plus reading and cognitive assessments to fill the gap in our knowledge about the interaction between executive functions and reading ability. Further, a control group with a non-reading intervention will allow us to examine the specificity of the RAP intervention to reading difficulties. We will apply this knowledge to determine whether executive functions-based reading intervention, targeting the connection between executive functions and reading, can remediate reading difficulties in school age children. We will apply innovative analysis methods to understand the role of executive functions in reading aimed at developing more suitable diagnoses and interventions for children with reading difficulties.