COGNITIVELY BASED TREATMENTS OF ACQUIRED DYSLEXIA

获得性阅读障碍(获得性阅读障碍)几乎总是常见的 在左半球中风后的失语症患者中。即使是在 语言功能得到了充分的恢复，使患者能够恢复 工作，一个无法恢复的阅读问题经常严重干扰 与工作表现有关。不能返回工作岗位的患者可能会被留下来 几乎不占用他们的时间；以阅读为乐趣的能力可以使 他们的生活质量有显著差异。这样做的目的是 该项目是开发、实施和测试一套针对 基于认知的获得性阅读障碍的治疗 阅读的神经心理学模型。 一组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害 每一位患者都有缺陷。这项提案侧重于三个具体的赤字： (L)从视觉通道获取视觉词汇形式的障碍(纯 阅读困难症)；(2)正字法表征激活障碍 (表面性阅读障碍)；以及(3)语音阅读途径受损 (语音/深度阅读障碍)。一套实验性的治疗方案已经 是为这三个阅读障碍中的每一个设计的。这些治疗方法 程序部分源于阅读的认知模型，部分源于 一般治疗方法的差异，以及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一受试者多基线 学习一组字母、单词、规则等的设计 在下一组训练之前，90%的标准是正确的。每个人 治疗方案将在几名患者中复制。一套通用的 所有受试者在实验前和实验后都将接受体外探头测试 治疗。三者中的每一个都有额外的外部探头 缺陷类型，由目标为改进的单词列表组成，但 从未受过训练。衡量标准包括阅读的准确性和速度。 治疗方案的疗效将通过检查 多个基线图形，比较读取的准确性和速度 治疗前后的特定探查词，以及检查 对常规外探头治疗前后的性能进行比较。 假设某些受限制的变量具有预测价值 将对特定的赤字群体进行审查。 这个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 个人阅读障碍患者的需求。此外，数据可能是 用于改进正常阅读模式，这可能会导致更有效的阅读 正常阅读和发育性阅读障碍的阅读教学方法 孩子们。

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.