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

迄今为止的治疗研究表明，阅读回路的前后变化具有循证医学证据。 阅读障碍（RD）的补救，建立成功治疗结果的神经特征。 然而，深入了解治疗产生这些变化的神经生物学机制， 需要在整个治疗过程中监测大脑关键区域的调节。而且在 任何队列中，一些RD儿童在标准化测试开始时具有高度相似的特征， 干预将显示出巨大的收益，而其他干预则不会。在上一个赠款周期中，我们采用了多模式 在学校阅读干预之前、期间和之后进行神经成像，并确定新的神经认知 预测治疗个体差异的治疗前因素和动态大脑/行为变化 响应能力。在新的周期中，我们保持了理解响应变化的总体目标， 到RD学习者的阅读补救，动态大脑/行为跟踪旨在产生新的见解 补救如何改变大脑组织的阅读，以及为什么它不能充分地为一些 RD儿童，但在拟议的延续，我们利用发现从最初阶段（如何 以及为什么）下一步检查什么可能构成更有效的神经认知治疗重点， 对常规内容的最小响应者。通过预先学习fMRI/MRS和频繁的fNIRS/EEG跟踪， 短期的适应性学习实验和长期的基于教育技术的 学习计划，我们不同的重视正字法，语音，和组成过程的培训， 我们试图将学习内容与神经认知组织的个体差异相匹配， 组件进程。 项目摘要/摘要第6页 拟议的研究探讨了神经认知基础的治疗反应，以证据为基础的 阅读补救的学习计划。我们使用治疗前和治疗后的神经成像， 治疗过程中的神经成像1）获得治疗如何调节大脑的新见解 组织识字，语言学习和补救; 2）为什么它不能为一些孩子这样做，和3） 什么可能构成对最小反应者更有益的关注。这项研究代表了一个 的神经基础的全面和机械模型的发展的关键一步 典型和非典型阅读发展。

Treatment studies to date have shown pre-to-post changes in reading circuits with evidence-based remediation of reading disability (RD), establishing a neural signature of successful treatment outcome. However, insight into the neurobiological mechanisms by which treatment produces these changes requires monitoring modulations of key brain regions throughout the course of treatment. 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 previous grant-cycle we employed multimodal neuroimaging before, during, and after an in-school reading intervention and identified novel neurocognitive pre-treatment factors and dynamic brain/behavior changes that predict individual differences in treatment responsiveness. In the new cycle, we maintain the overarching goal of understanding variation in response to reading remediation in RD learners with dynamic brain/behavior tracking designed to yield novel insights into how remediation modifies brain organization for reading, and why it fails to do so adequately for some RD children, but in the proposed continuation, we leverage the discoveries from the initial phase (the how and why) to next examine what might constitute a more effective neurocognitive focus for treatment in minimal-responders to conventional content. With pre-learning fMRI/MRS and frequent fNIRS/EEG tracking and with both short-term adaptive learning experiments and longer-term Educational Technology based learning programs we vary emphasis on orthographic, phonological, and component process training as we seek to match learning content to individual differences in neurocognitive organization for these component processes. Project Summary/Abstract Page 6 The proposed research examines the neurocognitive bases of treatment response to evidence-based learning programs for reading remediation. We use pre and post treatment neuroimaging and frequent neuroimaging during the course of treatment 1) to gain new insights into how treatment modulates brain organization for literacy, language learning, and remediation; 2) why it fails todo so for some children, and 3) what might constitute a more beneficial focus in minimal-responders. The proposed research represents a key step towards the development of comprehensive and mechanistic models of the neural underpinnings of typical and atypical reading development.