COGNITIVELY BASED TREATMENTS OF ACQUIRED DYSLEXIA

获得性阅读障碍的基于认知的治疗

• 批准号: 2674142
• 负责人: RHONDA B FRIEDMAN
• 金额: $ 27.87万
• 依托单位: GEORGETOWN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-05-01 至 2001-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2674142
• 关键词: behavioral /social science research tag; cognition; cues; human subject; human therapy evaluation; neuropsychology; proprioception /kinesthesia; psycholinguistics; psychological models; reading; reading disorder; semantics; speech therapy

Acquired disorders of reading (acquired dyslexias) are nearly always seen in patients with aphasia I subsequent to left hemisphere stroke. Even when language functions recover sufficiently to enable the patient to return to work, an unrecovered problem with reading often interferes significantly with job performance. Patients who cannot return to work may be left with little to occupy their time; the ability to read for pleasure could make a significant difference in their quality of life. The purpose of this project is to develop, implement, and test a set of therapy programs for the treatment of acquired dyslexias, based upon a cognitive neuropsychological model of reading. A comprehensive and detailed battery of reading and reading-related tests will be used to determine the underlying impairment causing the reading deficit in each patient. This proposal focuses on three specific deficits: (l) impaired access to the visual word form from the visual modality (pure dyslexia); (2) impaired activation of orthographic representations (surface dyslexia); and (3) impaired phonological reading route (phonologic/deep dyslexia). A set of experimental treatment programs has been devised for each of these three reading deficits. These treatment programs derive in part from cognitive models of reading, in part from differences in general approach to treatment, and in part from the results of previous treatment studies. All treatment programs will utilize a single-subject multiple-baseline design, in which a group of letters, words, rules, etc. will be learned to a criterion of 90% correct before the next group is trained. Each treatment program will be replicated in several patients. A set of general external probe tests will be administered to all subjects before and after treatment. There are additional external probes for each of the three deficit types, consisting of a list of words targeted for improvement but never trained. Measures include both accuracy and speed of reading. Treatment programs will be evaluated for efficacy by examining the multiple baseline graphs, comparing accuracy and speed of reading the treatment-specific probe words pre- and post-treatment, and examining performance on the general external probes pre- and post-treatment. Certain circumscribed variables hypothesized to have predictive value for a specific deficit group will be examined. The results of this project will serve as a guide for the speech/language pathologist in choosing an efficacious treatment tailored to the specific needs of the individual dyslexic patient. In addition, the data may be used to improve models of normal reading, which may lead to more effective methods of teaching reading to both normal and developmentally dyslexic children.

获得性阅读障碍（获得性阅读障碍）几乎总是可见 左半球中风后患有 I 型失语症的患者。即使当 语言功能充分恢复，使患者能够恢复正常生活 工作中，未解决的阅读问题常常会严重干扰 与工作表现。无法返回工作岗位的患者可能会被留下 很少占用他们的时间；为乐趣而阅读的能力可以使 他们的生活质量存在显着差异。这样做的目的 项目的目的是开发、实施和测试一套治疗方案 基于认知的治疗获得性阅读障碍 阅读的神经心理学模型。 全面而详细的阅读和阅读相关测试 将用于确定导致读数的潜在损伤 每个患者的缺陷。该提案重点关注三个具体缺陷： (l) 从视觉形态（纯粹的 阅读障碍）； (2) 拼字表征的激活受损 （表面阅读障碍）； (3) 语音阅读路径受损 （语音/深度阅读障碍）。一套实验性治疗方案已 是针对这三种阅读缺陷的每一种而设计的。这些治疗 程序部分源自阅读的认知模型，部分源自 一般治疗方法的差异，部分来自结果的差异 之前的治疗研究。 所有治疗方案都将采用单受试者多基线 设计，其中将学习一组字母、单词、规则等 在训练下一组之前，必须达到 90% 正确的标准。每个 治疗方案将在几名患者身上重复。一组通用的 之前和之后将对所有受试者进行外部探针测试 治疗。三个中的每一个都有额外的外部探头 缺陷类型，由一系列旨在改进的单词组成，但是 从未受过训练。衡量标准包括阅读的准确性和速度。 将通过检查以下情况来评估治疗方案的疗效： 多个基线图，比较读取的准确性和速度 治疗前和治疗后的特定治疗探针词，以及检查 一般外部探头治疗前和治疗后的性能。 假设某些限制变量具有预测价值 将审查特定的赤字群体。 该项目的结果将作为演讲/语言的指南 病理学家根据具体情况选择有效的治疗方法 个别阅读障碍患者的需求。此外，数据可能是 用于改进正常阅读的模型，这可能会导致更有效的阅读 向正常阅读障碍者和发育性阅读障碍者教授阅读的方法 孩子们。