Research from previous cycles of this P01 has focused on the role of phonology in word level reading, speech perception, speech production and the relaflonship between each of these systems. Project IV seeks to extend upon this work by looking at the cognitive and neurobiological processes that contribute to individual differences in comprehension of spoken and written language. A signiflcant number children have substanflal problems with comprehension, despite adequate word level decoding ability and sub- lexical phonological processing (Nation, 2005). If decoding and subword-level phonological processing are not the botfleneck leading to poor comprehension ability, other mechanisms must be responsible. We propose that weakness in comprehension is due to language speciflc deflcits in relevant sub-skills such as semanflc and syntactic processing, and that individual differences in these skills will be largely common to both printed and spoken language. Our theoretical approach is informed by the lexical quality hypothesis, LQH (Perfetti, 2005) which posits that pooriy specifled word representaflons at any level (orthography, phonology, semanflcs) will lead to poor lexical quality (in both spoken and written domains): in line with the LQH we propose that poor lexical quality that results from underspecifled semantic relationships is the primary lexical level constraint on comprehension skill. Moreover, we propose that this extends to relaflonal semantic and syntactic knowledge (understanding how words and concepts within a text are related) and that this skill is the bridge between lexical and sentence/discourse level skill. The broad goals of Project IV are to (in a populaflon of high school students): a) identify the common and disflnct neural systems and behavioral proflles that support successful comprehension in the visual and spoken domains, b) investigate aspects of word level semanflcs across both the spoken and written domains and how the quality of this word-level knowledge impacts the ability to compose words into larger phrasal or sentence-level constituents and c) examine the role of learning and plasflcity to overall comprehension ability and d) investigate areas of phonological processing which have previously been under explored in relation to comprehension skill: namely, prosody.

Public Health Relevance

This program is relevant to the understanding the development of spoken and written language competence which is crucial for successful academic and life outcomes. By examining the underlying cogniflve and neural bases of both spoken and printed comprehension problems in high school aged children (without problems in word reading or phonological processing). Project IV contributes signiflcanfly to the public health relevance of the overall program

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Program Projects (P01)
Project #
5P01HD001994-47
Application #
8510686
Study Section
Special Emphasis Panel (ZHD1-DSR-H)
Project Start
Project End
Budget Start
2013-06-01
Budget End
2014-05-31
Support Year
47
Fiscal Year
2013
Total Cost
$243,638
Indirect Cost
$107,385
Name
Haskins Laboratories, Inc.
Department
Type
DUNS #
060010147
City
New Haven
State
CT
Country
United States
Zip Code
06511
Song, Shuang; Su, Mengmeng; Kang, Cuiping et al. (2015) Tracing children's vocabulary development from preschool through the school-age years: an 8-year longitudinal study. Dev Sci 18:119-31
Dikker, Suzanne; Silbert, Lauren J; Hasson, Uri et al. (2014) On the same wavelength: predictable language enhances speaker-listener brain-to-brain synchrony in posterior superior temporal gyrus. J Neurosci 34:6267-72
Kornilov, Sergey A; Landi, Nicole; Rakhlin, Natalia et al. (2014) Attentional but not pre-attentive neural measures of auditory discrimination are atypical in children with developmental language disorder. Dev Neuropsychol 39:543-67
Van Dyke, Julie A; Johns, Clinton L; Kukona, Anuenue (2014) Low working memory capacity is only spuriously related to poor reading comprehension. Cognition 131:373-403
Pugh, Kenneth R; Frost, Stephen J; Rothman, Douglas L et al. (2014) Glutamate and choline levels predict individual differences in reading ability in emergent readers. J Neurosci 34:4082-9
Krivokapi?, Jelena (2014) Gestural coordination at prosodic boundaries and its role for prosodic structure and speech planning processes. Philos Trans R Soc Lond B Biol Sci 369:20130397
Saltzman, Elliot; Holt, Ken (2014) Movement Forms: A Graph-Dynamic Perspective. Ecol Psychol 26:60-68
Samuel, Arthur G; Lieblich, Jerrold (2014) Visual speech acts differently than lexical context in supporting speech perception. J Exp Psychol Hum Percept Perform 40:1479-90
Zhao, Jingjing; Wang, Xiaoyi; Frost, Stephen J et al. (2014) Neural division of labor in reading is constrained by culture: a training study of reading Chinese characters. Cortex 53:90-106
Barquero, Laura A; Davis, Nicole; Cutting, Laurie E (2014) Neuroimaging of reading intervention: a systematic review and activation likelihood estimate meta-analysis. PLoS One 9:e83668

Showing the most recent 10 out of 322 publications