Continuing a long-standing goal from this P01 to explicate important links between speech and reading, in this new proposal we propose a brain-based account of atypical reading development that traces phonological (and later reading deficits) to earlier problems in the machinery for speech perception, production, and perception/production interactions. To test this account, we focus on 1) how sensorimotor systems associated with speech perception and production support the development of age-appropriate phonological and later orthographic learning;2) how becoming print-literate feeds back upon and modifies speech perception and production;and 3) how these relationships differ in contrastive orthographies. We employ a hybrid longitudinal/cross sectional design to examine concurrent and prospective brain-behavior relationships in high and low risk children as they transition from basic speech processing to phonological awareness (ages 4 to 6.5) and orthographic learning (ages 6 to 8.5). At the cognitive level of analysis we employ experiments that examine quality of speech perception and speech production, and sensorimotor adaptation, along with more conventional assessments of phonological processing, language, cognitive and sensorimotor skills. At the neurobiological level of analysis we utilize age-appropriate multimodal neuroimaging (including Near Infrared Spectroscopy (NIRS), EEG, and structural and functional MRI), to explicate concurrent and prospective brain behavior relationships associated with typical and atypical reading outcomes. In this older age range (6 to 8.5) we will also examine two contrastive orthographies (Spanish and Chinese) to test whether hypothesized bidirectional relationships between speech and reading development are language invariant or language specific at both the neurobiological and cognitive levels of analysis.

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. Project I, by exploring the neurocognitive origins of atypical reading , adds a critical developmental perpsective on speech and reading relations in the Program, and is highly relevant to issue of improved early detection of reading disability.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Program Projects (P01)
Project #
5P01HD001994-48
Application #
8690118
Study Section
Special Emphasis Panel (ZHD1-DSR-H)
Project Start
Project End
Budget Start
2014-06-01
Budget End
2015-05-31
Support Year
48
Fiscal Year
2014
Total Cost
$313,778
Indirect Cost
$137,553
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