The impact of socioeconomic status on the neurobiological underpinnings of reading.

项目总结/摘要 识字能力对一个人中学后的成功和成就、代际和 社会经济流动性和长期健康结果。我国许多学生的阅读能力不足 需要有效的教学方法和干预的技能。然而，这些干预措施中有许多确实 没有纵向显示持续的阅读成功。父母补助金的目的是确定和预测内部- 神经生物学补偿机制对阅读发展的个体影响 社会经济连续体与典型的大脑区域，包括阅读网络，贫穷 阅读者需要额外的补偿性大脑区域来支持阅读能力。父母补助金 利用纵向范围数据来检查神经生物学阅读网络与 这些补偿区。这种多样性补充的目的是次要的。拟议的研究重点 一个特定的父母补助协变量：社会经济地位。具体来说，我们关注的是个体差异， 在学习阅读的过程中出现的神经生物学发展， 社会经济地位。较少关注导致这些问题的社会经济因素 阅读发展的神经生物学差异。然而，我们知道社会经济专业的学生 不利条件使阅读成功率不成比例地低。因此，本补充的目的是 研究社会经济因素，如收入，父母的教育程度和压力，如何促成 阅读发展的神经生物学基础的差异。具体而言，这一补充将 研究社会经济地位的社会，经济和生物指数的差异，同样， 影响神经生物学阅读网络的功能连接及其相关的代偿性 地区通过利用青少年大脑认知发展（ABCD）数据库中的现有数据， 本研究采用纵向数据分析的方法，从阅读能力的角度探讨阅读能力的发展过程 连续体

Project Summary/Abstract Literacy proficiency has a lasting impact on one’s postsecondary success and attainment, intergenerational and socioeconomic mobility, and long-term health outcomes. Many of our nation’s students have inadequate reading skills that require effective instructional approaches and interventions. However, many of these interventions do not show sustained reading success longitudinally. The parent grant aims to determine and predict the intra- individual impact of neurobiological compensatory mechanisms on reading development, across the socioeconomic continuum. In tandem with the typical brain regions that encompass the reading network, poorer readers recruit additional, compensatory brain regions to support reading proficiency. The parent grant capitalizes on longitudinal extent data to examine the interaction of the neurobiological reading network with those compensatory regions. The aims of this diversity supplement are subordinate. The proposed study focuses on a specific parent grant covariate: socioeconomic status. Specifically, we focus on individual differences in neurobiological development that emerge during the process of learning to read predicted by differences in socioeconomic status. Less attention has focused on the socioeconomic factors that contribute to these differences in the neurobiology of reading development. Yet, we know that students at socioeconomic disadvantage have disproportionately low reading achievement rates. Therefore, the aim of this supplement is to examine how socioeconomic factors, such as income, parental educational attainment, and stress, contribute to differences in the neurobiological underpinnings of reading development. Specifically, this supplement will examine how social, economic, and biological indices of socioeconomic status differentially, and similarly, influence the functional connectivity of the neurobiological reading network and its associated compensatory regions. By capitalizing on extant data from the Adolescent Brain Cognitive Development (ABCD) database, longitudinal data will be examined to investigate the process of reading development across the reading ability continuum.