Tracking neurocognitive changes during evidence-based reading instruction in typically and atypically developing children

治疗研究表明，通过循证补救，阅读回路发生了前后的变化 阅读障碍，建立成功治疗结果的神经标志。然而，深入了解 治疗产生这些后果/结果的神经生物学机制需要监测 在整个治疗过程中关键大脑区域的调节，这样的数据是缺乏的。此外，在 任何一组在干预开始时在标准化测试方面有高度相似特征的RD儿童 将显示出巨大的收益，而其他人则不会。在目前的提案中，阅读困难的儿童将被 随后进行了循证培训计划，重点是学习印刷品与声音的关系 逐步强调三种粒度(字素到音素(GP)、正文/线条和形态)和 校本小组教学将辅之以在线练习，以加强培训 循证计算机辅助阅读教学。认知测试与神经功能成像 (干预前和干预后)与未治疗的RD和TD对照组进行比较将允许 确定与治疗反应相关的关键神经认知因素。大脑的八种记录 在20周的教学中，使用功能近红外光谱(FNIRS)成像的活动将 用于确定在治疗过程中对电路的在线调制与每周阅读测量之间的关系 在治疗过程中，表现为快速增长(或倒退)。这项动态跟踪研究将 对循证培训如何调整大脑组织以支持学习提供新的见解 对于一些孩子来说，阅读是有益的，也是为什么没能做到这一点。具体目标是：1)考查考前到岗 与可变治疗相关的印刷和语音激活和功能连接的训练变化 回应。2)跟踪治疗期间激活和功能连通性的动态适应性变化 它们预测了当地的快速增长和研发成果。目标3)检查相关的神经认知变化 在治疗期间对逐渐变大的颗粒大小单位(GP、身体/雾化、形态)以及如何进行培训 这些模式受到治疗前资料的个体差异的限制。

Treatment studies have shown pre to post changes in reading circuits with evidence based remediation of reading disability, establishing the neural signature of successful treatment outcome. However, insight into the neurobiological mechanisms by which treatment produces these consequences/outcome requires monitoring modulations of key brain regions throughout the course of treatment and such data are lacking. Moreover, in any cohort some RD children with highly similar profiles on standardized testing at the beginning of intervention will show large gains and others will not. In the current proposal children with reading difficulties will be followed through an evidence-based training program focused on learning print-sound relationships with progressive emphasis at three grain sizes (grapheme-to-phoneme (GP), body/rime, and morphological) and the school-based small group instruction will be supplemented by online practice to reinforce training with an evidence-based computer assisted reading instruction (CARI). Cognitive testing and functional neuroimaging (before and after the intervention) with comparisons to untreated RD and TD control groups will allow for the identification of key neurocognitive factors associated with response to treatment. Eight recordings of brain activity using functional Near-Infrared Spectroscopy (fNIRS) imaging throughout the 20 weeks of instruction will be used to identify how online modulation of circuits during treatment relates to weekly measures of reading performance - growth spurts (or regressions) over the course of treatment. This dynamic tracking study will yield new insights into how evidence-based training modulates brain organization for learning to support reading gains and why it fails to do so for some children. Specific Aims are: 1) To examine the pre to post training changes in print and speech activation and functional connectivity in relation to variable treatment responses. 2) To track dynamic adaptive changes in activation and functional connectivity during treatment that predict local growth spurts and outcomes in RD. Aim 3) To examine neurocognitive changes associated with training on progressively larger grain-size units during treatment (GP, body/rime, morphological) and how these patterns are qualified by individual differences in pre-treatment profiles.