Research from previous cycles of this P01 has focused on the role of phonology in word level reading, speech perception, speech production and the relationship 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 significant number children have substantial 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 bottleneck leading to poor comprehension ability, other mechanisms must be responsible. We propose that weakness in comprehension is due to language specific deficits in relevant sub-skills such as semantic 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 poorly specified word representations at any level (orthography, phonology, semantics) 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 underspecified semantic relationships is the primary lexical level constraint on comprehension skill. Moreover, we propose that this extends to relational 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 population of high school students): a) identify the common and distinct neural systems and behavioral profiles that support successful comprehension in the visual and spoken domains, b) investigate aspects of word level semantics 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 plasticity 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 #
5P01HD001994-48
Application #
8690121
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
$244,446
Indirect Cost
$109,987
Name
Haskins Laboratories, Inc.
Department
Type
DUNS #
060010147
City
New Haven
State
CT
Country
United States
Zip Code
06511
Vandermosten, Maaike; Hoeft, Fumiko; Norton, Elizabeth S (2016) Integrating MRI brain imaging studies of pre-reading children with current theories of developmental dyslexia: A review and quantitative meta-analysis. Curr Opin Behav Sci 10:155-161
Kukona, Anuenue; Braze, David; Johns, Clinton L et al. (2016) The real-time prediction and inhibition of linguistic outcomes: Effects of language and literacy skill. Acta Psychol (Amst) 171:72-84
Zevin, Jason D; Miller, Brett (2016) Introduction to the Special Issue: Advancing the State-of-the-Science in Reading Research through Modeling. Sci Stud Read 20:1-5
Siegelman, Noam; Bogaerts, Louisa; Frost, Ram (2016) Measuring individual differences in statistical learning: Current pitfalls and possible solutions. Behav Res Methods :
Ho, Tiffany C; Sanders, Stephan J; Gotlib, Ian H et al. (2016) Intergenerational Neuroimaging of Human Brain Circuitry. Trends Neurosci 39:644-648
Cho, Pyeong Whan; Szkudlarek, Emily; Tabor, Whitney (2016) Discovery of a Recursive Principle: An Artificial Grammar Investigation of Human Learning of a Counting Recursion Language. Front Psychol 7:867
Veenendaal, Nathalie J; Groen, Margriet A; Verhoeven, Ludo (2016) The Contribution of Segmental and Suprasegmental Phonology to Reading Comprehension. Read Res Q 51:55-66
Malins, Jeffrey G; Gumkowski, Nina; Buis, Bonnie et al. (2016) Dough, tough, cough, rough: A "fast" fMRI localizer of component processes in reading. Neuropsychologia 91:394-406
Braze, David; Katz, Leonard; Magnuson, James S et al. (2016) Vocabulary does not complicate the simple view of reading. Read Writ 29:435-451
Shuai, Lan; Malins, Jeffrey G (2016) Encoding lexical tones in jTRACE: a simulation of monosyllabic spoken word recognition in Mandarin Chinese. Behav Res Methods :

Showing the most recent 10 out of 417 publications