Nature and Acquisition of the Speech Code and Reading

描述（由申请人提供）：我们的研究计划的首要主题是语音的语言都在口语使用和口语的适应阅读的核心作用。语音语言形式在口语使用中起着核心作用，因为它们是语言提供的使语言信息公开并为其他语言使用者所用的手段。它在阅读中起着核心作用，有两个重要的原因：发展中的读者是口语的熟练用户，书写系统编码。此外，人类在生物学上适应了口语的使用。读者应该 在单词识别过程的早期，大脑对口语使用的适应性。 我们计划的研究旨在发展我们的发音音系学理论，并探讨发音手势在言语规划和言语感知中的作用。我们还打算问是否发音手势访问熟练的读者，更普遍的是，是否语音访问的读者是在口语中使用。此外，我们还计划结合行为研究、脑成像和计算建模，进一步研究支持语音和熟练阅读的大脑系统。我们还将联合收割机脑成像和行为研究结合在纵向研究中，研究儿童支持阅读的大脑系统的发展。最后，我们计划调查因素的个体差异，在阅读技能之间良好的阅读的年轻人，补偿和未补偿的年轻人。

DESCRIPTION (provided by applicant): The overarching theme of our research program is the central role of the phonology of language both in spoken language use and in the adaptation of the spoken language to reading. Phonological language forms play a central role in spoken language use, because they are the means that languages provide for making linguistic messages public and so available to other language users. It plays a central role in reading for two important reasons: Developing readers are proficient users of the spoken language, which writing systems encode. Moreover, humans are biologically adapted to spoken language use. It behooves the reader to access adaptations of the brain for spoken language use early on in the process of word identification. The research that we plan is designed to develop our theory of articulatory phonology, and to explore the role of articulatory gestures in speech planning and speech perception. We also intend to ask whether articulatory gestures are accessed by skilled readers and more generally whether the phonology accessed by readers is that in use in the spoken language. In addition, we plan to investigate further the brain systems that support speech and skilled reading using a combination of behavioral research, brain imaging and computational modeling. We also combine brain imaging and behavioral research in longitudinal studies that will investigate the development of the brain systems supporting reading in children. Finally, we plan to investigate factors underlying individual differences in reading skill among good reading young adults, and compensated and uncompensated young adults.