NEUROBEHAVIORAL DEFINITION AND SUBTYPING OF DYSLEXIA

阅读障碍的神经行为定义和亚型

• 批准号: 2198346
• 负责人: Frank Balch Wood
• 金额: $ 68.17万
• 依托单位: WAKE FOREST UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1986
• 资助国家: 美国
• 起止时间: 1986-08-01 至 1998-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2198346
• 关键词: disease /disorder classification; neuropsychology; reading disorder

Continuation is proposed for three highly interrelated projects: (a) a longitudinal behavioral study of normal, reading impaired, and "at risk" samples which had been started in 1st grade, third grade, and kindergarten, respectively; (b) a family study of adult dyslexics (defined by childhood psychometrics), including their spouses, siblings, parents, and children, and using behavioral measurement of the phenotype for all subjects and electrophysiological measurement of the phenotype for probands and their children; and (c) an integrated multidimensional physiological and anatomical study of the dyslexic phenotype---using blood flow (rCBF), event related potentials (ERP), positron emission tomography (PET), and magnetic resonance imaging (MRI). These studies are intended to clarify: (a) the longitudinal course of normal and impaired reading, and the differentiation of these courses from each other, including the demonstration of phenotypic markers of emerging dyslexia distinct from attention deficit disorder, low intelligence, and related conditions, and the possible intra-linguistic subtyping of the dyslexic phenotype; (b) the familial transmission patterns of the phenotype and its component processes and related comorbid disorders such as ADHD. (c) converging evidence for an anatomical (temporal planum; and physiological (left temporal, left angular gyrus, left caudate) deficit as characterizing the dyslexic phenotype.

为三个高度相互关联的项目提出了延续： （a）正常，阅读受损和“在 风险“一年级，三年级和 幼儿园分别； （b）成人阅读障碍的家庭研究（由童年定义 精神计量学），包括他们的配偶，兄弟姐妹，父母和孩子， 并使用所有受试者的表型的行为测量和 对探针及其表型的电生理测量 孩子们;和 （c）一项综合的多维生理和解剖研究 阅读障碍表型---使用血流（RCBF），事件相关电位 （ERP），正电子发射断层扫描（PET）和磁共振成像 （MRI）。 这些研究旨在澄清： （a）正常和受损的纵向过程，以及 这些课程彼此之间的区分，包括 新兴阅读障碍的表型标记的演示不同 注意缺陷障碍，智力低下和相关条件，以及 阅读障碍表型的可能性亚型； （b）表型的家族传播模式及其成分 过程和相关的合并症，例如ADHD。 （c）融合解剖学的证据（时间平面；和 生理（左时间，左角回，左尾状）赤字为 表征阅读障碍表型。