READING DEVELOPMENT + READING DISABILITY: A CROSS LINGUISTIC, LONGITUDINAL STUDY

我们设计了一项纵向研究，以检查阅读（在典型的发展和阅读障碍 儿童）在其习得过程中的关键点在读者学习书写系统，在正字法不同 深度：芬兰语、英语和汉语普通话。我们之前的英语横向研究 在神经生物学和行为轨迹方面确定了与年龄和能力相关的差异; 一项纵向研究旨在更好地了解神经认知因素 负责观察到的差异，阅读技能的正常发展和阅读残疾人 的队列，并探讨这些分歧的影响，书写系统。为此目的，我们将监测 在儿童最初获得《法典》（5至8岁）期间和 中级水平读者（8至11岁）的流畅性。发展每个纵向的熟练程度 样本将采用常见的心理测量、适应性学习和神经生物学（ERP和fMRI）进行评估 测量，以便获得的技能，认知处理和皮层组织之间的关系可以被 追踪.

We have designed a longitudinal study to examine reading (in typically developing and reading disabled children) at critical points during its acquisition in readers learning writing systems that vary in orthographic depth: Finnish, English, and Mandarin Chinese. Our previous cross sectional research in English has identified age- and ability-related differences in both neurobiological and behavioral trajectories; the proposed longitudinal study is aimed at gaining a better understanding of the neurocognitive factors responsible for the observed divergences in the reading skills of normally developing and reading disabled cohorts, and to examine the influence of writing system on these divergences. To that end, we will monitor development during children's initial acquisition of the code (ages 5 to 8 years) and during the attainment of fluency by intermediate level readers (ages 8 to 11 years). Developing proficiency in each longitudinal sample will be assessed with common psychometric, adaptive learning, and neurobiological (ERP and fMRI) measures so that relationships among attained skills, cognitive processing, and cortical organization can be tracked.