{"title":"错误监测:未来阅读能力的预测因素?一项为期 3 年的儿童纵向研究","authors":"Gwendoline Mahé , Fanny Grisetto , Lucie Macchi , Ludivine Javourey-Drevet , Clémence Roger","doi":"10.1016/j.dcn.2024.101350","DOIUrl":null,"url":null,"abstract":"<div><p>Investigation of the factors explaining individual differences in the acquisition of expert reading skills has become of particular interest these last decades. Non-verbal abilities, such as visual attention and executive functions play an important role in reading acquisition. Among those non-verbal factors, error-monitoring, which allows one to detect one's own errors and to avoid repeating them in the future, has been reported to be impaired in dyslexic readers. The present three-year longitudinal study aims at determining whether error-monitoring efficiency evaluated before and during reading instruction could improve the explanation of reading skills. To do so, 85 children will be followed from the last year of kindergarten to the second grade. The classic predictors of reading will be assessed at each grade level. Error-monitoring indices in domain-general and reading-related contexts will be derived from EMG data recorded during a Simon task in kindergarten and during both a Simon and a lexical decision tasks in the first and second grades. Findings concerning the role of error-monitoring on reading skills are expected to have an important impact on reading instruction to prevent reading difficulties in at-risk children and improve remediation to help children with reading difficulties.</p></div>","PeriodicalId":49083,"journal":{"name":"Developmental Cognitive Neuroscience","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1878929324000112/pdfft?md5=6d80fe651dcc0fa01b9d50b97e8856fe&pid=1-s2.0-S1878929324000112-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Error-monitoring: A predictor of future reading skills? A 3-year longitudinal study in children\",\"authors\":\"Gwendoline Mahé , Fanny Grisetto , Lucie Macchi , Ludivine Javourey-Drevet , Clémence Roger\",\"doi\":\"10.1016/j.dcn.2024.101350\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Investigation of the factors explaining individual differences in the acquisition of expert reading skills has become of particular interest these last decades. Non-verbal abilities, such as visual attention and executive functions play an important role in reading acquisition. Among those non-verbal factors, error-monitoring, which allows one to detect one's own errors and to avoid repeating them in the future, has been reported to be impaired in dyslexic readers. The present three-year longitudinal study aims at determining whether error-monitoring efficiency evaluated before and during reading instruction could improve the explanation of reading skills. To do so, 85 children will be followed from the last year of kindergarten to the second grade. The classic predictors of reading will be assessed at each grade level. Error-monitoring indices in domain-general and reading-related contexts will be derived from EMG data recorded during a Simon task in kindergarten and during both a Simon and a lexical decision tasks in the first and second grades. Findings concerning the role of error-monitoring on reading skills are expected to have an important impact on reading instruction to prevent reading difficulties in at-risk children and improve remediation to help children with reading difficulties.</p></div>\",\"PeriodicalId\":49083,\"journal\":{\"name\":\"Developmental Cognitive Neuroscience\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2024-01-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S1878929324000112/pdfft?md5=6d80fe651dcc0fa01b9d50b97e8856fe&pid=1-s2.0-S1878929324000112-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Developmental Cognitive Neuroscience\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1878929324000112\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NEUROSCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Cognitive Neuroscience","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1878929324000112","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NEUROSCIENCES","Score":null,"Total":0}
Error-monitoring: A predictor of future reading skills? A 3-year longitudinal study in children
Investigation of the factors explaining individual differences in the acquisition of expert reading skills has become of particular interest these last decades. Non-verbal abilities, such as visual attention and executive functions play an important role in reading acquisition. Among those non-verbal factors, error-monitoring, which allows one to detect one's own errors and to avoid repeating them in the future, has been reported to be impaired in dyslexic readers. The present three-year longitudinal study aims at determining whether error-monitoring efficiency evaluated before and during reading instruction could improve the explanation of reading skills. To do so, 85 children will be followed from the last year of kindergarten to the second grade. The classic predictors of reading will be assessed at each grade level. Error-monitoring indices in domain-general and reading-related contexts will be derived from EMG data recorded during a Simon task in kindergarten and during both a Simon and a lexical decision tasks in the first and second grades. Findings concerning the role of error-monitoring on reading skills are expected to have an important impact on reading instruction to prevent reading difficulties in at-risk children and improve remediation to help children with reading difficulties.
期刊介绍:
The journal publishes theoretical and research papers on cognitive brain development, from infancy through childhood and adolescence and into adulthood. It covers neurocognitive development and neurocognitive processing in both typical and atypical development, including social and affective aspects. Appropriate methodologies for the journal include, but are not limited to, functional neuroimaging (fMRI and MEG), electrophysiology (EEG and ERP), NIRS and transcranial magnetic stimulation, as well as other basic neuroscience approaches using cellular and animal models that directly address cognitive brain development, patient studies, case studies, post-mortem studies and pharmacological studies.