Developmental Phonological Dyslexia: Neural Mechanisms

发展性语音阅读障碍：神经机制

• 批准号: 7279800
• 负责人: RICHARD Eugene FRYE
• 金额: $ 16.26万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-07-01 至 2010-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7279800
• 关键词: Age; Area; Biological Neural Networks; Boston; Brain; Child; Clinical; Clinical Investigator; Clinical effectiveness; Code; Cognition; Cognition Disorders; Competence; Cues; Development; Diagnosis; Dyslexia; Ethics; Feedback; Financial compensation; Functional disorder; Image; Individual; Intelligence; Knowledge; Language; Learning; Learning Disorders; Left; Location; Magnetoencephalography; Measures; Memory; Mentored Patient-Oriented Research Career Development Award; Methods; Monitor; Orthography; Participant; Patient Care; Pattern; Pediatric Hospitals; Performance; Policies; Process; Public Health; Public Health Schools; Reader; Reading; Rehabilitation therapy; Research; Research Personnel; Research Project Grants; Role; Route; Series; Stimulus; Subgroup; System; Testing; Time; Training; Universities; Visual; Word Processing; Work; base; behavior observation; cognitive neuroscience; design; developmental disease; experience; improved; insight; lexical; lexical processing; neuroimaging; neuromechanism; phonology; programs; remediation; research study; sex; skills; visual stimulus; young adult

DESCRIPTION (provided by applicant): This NINDS Mentored Patient-Oriented Research Career Development Award (K23) entitled "Developmental Phonological Dyslexia: Neural Mechanisms" proposes to develop the candidate's competence in patient care and research in the field of developmental cognitive neuroscience, with a focused application of recent advances from this field to the understanding and treatment of developmental disorders of cognition. The candidate will pursue coursework in clinical effectiveness, ethics and neuroimaging, clinical duties involving children and young adults with learning disorders, and research. The research component will focus on mechanisms underlying compensation for the non-fluent, inaccurate reading seen in dyslexic readers. The work will take place at Boston University, the MGH/MIT/HMS Athinoula A. Martinos Imaging Center, the Children's Hospital Boston, and the Harvard School of Public Health. Despite the fact that behavioral observations suggest that developmental phonological dyslexic readers rely on whole word (lexical), rather than phonological (sub-lexical) processing, most neuroimaging studies have concentrated on the dysfunction of the phonological processing system rather than on comparing the functional roles of the 2 word processing systems in dyslexic and normal readers. In the proposed study, participants, during magnetoencephalography (MEG) recording, will judge whether 2 sequential visually presented words or pronounceable non-words rhyme. The visual rhyme stimuli will be specifically designed to activate only 1 of the 2 classically recognized word processing systems. Using anatomically-constrained MEG each system will be tested separately, as well as the dynamic interaction between them, in 3 separate experiments carried out in normal and dyslexic readers. The subgroup of phonologically dyslexic readers will be identified from a larger group of poor readers using specific tests of reading ability and matched to normal readers in terms of age, sex and a non-verbal measure of general intelligence. The proposed research project and educational components will allow the candidate to improve his skills as a clinical investigator and to gain the experience and knowledge for influencing public health and educational policy. In addition, the insight provided by this research will help guide the development of improved methods of diagnosis, rehabilitation, treatment and long-term monitoring of individuals with developmental cognitive disorders.

描述（由申请人提供）：此Ninds指导了以患者为导向的研究职业发展奖（K23），题为“发育性语音阅读障碍：神经机制”提议，提议发展候选人在发展性认知神经科学领域中的患者护理和研究的能力，并以这种领域的焦点应用于该领域，以对发展和治疗开发和治疗的近期培养。候选人将在临床有效性，道德和神经影像学，涉及学习障碍的儿童和年轻人的临床职责以及研究方面攻读课程。研究组件将重点介绍针对阅读障碍读者中非浮体，不准确阅读的基础机制。这项工作将在波士顿大学，MGH/MIT/HMS Athinoula A. Martinos成像中心，波士顿儿童医院和哈佛大学公共卫生学院举行。尽管行为观察结果表明，发育语音的依次读者依赖整个单词（词汇），而不是语音（亚语）处理，但大多数神经影像学研究都集中在语音处理系统的功能障碍上，而不是比较次数障碍和正常阅读器中2个单词处理系统的功能性作用。在拟议的研究中，参与者在磁脑摄影（MEG）记录期间将判断2个顺序显示的单词或明显的非词押韵。视觉韵律刺激将专门设计用于仅激活两个经典识别的文字处理系统中的1个。在3个单独的实验中，使用解剖结构的MEG分别测试了每个系统，以及它们之间的动态相互作用，在正常和阅读障碍的读取器中进行。语音阅读障碍者的子组将使用特定的阅读能力测试从较大的贫穷读者中识别出，并就年龄，性别和非常规智力量度匹配普通读者。拟议的研究项目和教育组成部分将使候选人能够提高他作为临床研究者的技能，并获得影响公共卫生和教育政策的经验和知识。此外，这项研究提供的洞察力将有助于指导开发发展诊断，康复，治疗和长期监测发育认知障碍患者的方法。