NEUROBIOLOGY OF READING COMPENSATION

项目摘要/摘要 识字与教育、社会经济和健康结果有关。一个严重的公共卫生问题，低 识字与每年超过2300亿美元的医疗费用有关。培养熟练的识字能力是 依赖于发展适当的阅读技能的能力，允许从单词阅读过渡到 为了理解而阅读。大多数阅读理论模式都只关注具体的阅读 技能，如单字阅读。相比之下，“阅读系统框架”提供了 运用词汇语义知识，考察词汇阅读与阅读理解之间的联系。这个 这项提议的长期目标是分析典型的和代偿性脑激活的机制。 以确定这些差异如何对应于儿童阅读中的行为异质性 理解。数十年的神经成像研究提供了一致的证据表明，熟练的读者依赖于 在学习阅读的过程中建立的一个复杂的、高度有组织的神经系统。然而， 这种学习过程中的代偿性大脑激活还没有得到很好的证实。围绕着争议 依赖于单字水平上的代偿性大脑区域是促进还是阻碍的问题 阅读理解能力。每年从功能性磁共振中收集纵向现存数据 成像(FMRI)单词阅读任务，辅之以标准化的认知和阅读评估。这个 选择fMRI任务是因为它被证明更能反映个体阅读网络的特征 而不是任务刺激需求。这在我们的纵向数据集的情况下尤其重要，它包含 从好读者到差读者的阅读能力连续体。目前的研究旨在确定 并预测神经生物学补偿机制对阅读发展的个体内影响。 在目标1中，我们考察了词汇阅读过程中左脑视觉词汇的发展 形状区(VWFA)及其右半球代偿同源物。在目标2中，我们调查了 代偿性脑区的持续使用会影响阅读理解。提高了对典型 代偿性大脑发育有可能揭示提高识字率的关键生物标志物。

PROJECT SUMMARY / ABSTRACT Literacy is associated with educational, socioeconomic, and health outcomes. A critical public health issue, low literacy has been linked to over 230 billion dollars a year in health care costs. Developing proficient literacy is dependent upon the ability to develop adequate reading skills, allowing for the transition from word reading to reading for comprehension. The majority of theoretical models of reading have focused on only specific reading skills, such as single-word reading. In contrast, the “Reading System Framework” provides the scaffolding to investigate the link from word reading to reading comprehension, by way of lexical-semantic knowledge. The long-term objectives of this proposal are to parse the mechanisms of typical and compensatory brain activation for word reading to determine how these differences correspond to behavioral heterogeneity in children’s reading comprehension. Decades of neuroimaging research have provided consistent evidence that skilled readers rely on a complex, highly organized neurological system built during the process of learning to read. However, compensatory brain activation during this learning process is not yet well established. Controversy surrounds the question of whether reliance on compensatory brain regions at the single-word level facilitates or hinders reading comprehension. Annually collected, longitudinal extant data from a functional Magnetic Resonance Imaging (fMRI) word reading task, is complemented by standardized cognitive and reading assessments. The fMRI task was chosen because it has been shown to reflect characteristics of individual’s reading network rather than task stimulus demands. This is particularly important in the case of our longitudinal dataset, which contains children spanning the reading ability continuum from good-to-poor readers. The current study aims to determine and predict the intra-individual impact of neurobiological compensatory mechanisms on reading development. In Aim 1, during the process of word reading, we examine the development of the left-hemisphere Visual Word Form Area (VWFA) and its right-hemisphere compensatory homologue. In Aim 2, we investigate how the continued use of compensatory brain regions impacts reading comprehension. Improved knowledge of typical and compensatory brain development has the potential to reveal key biomarkers for increasing literacy.