COGNITIVELY BASED TREATMENTS OF ACQUIRED DYSLEXIA

获得性阅读障碍（获得性诵读困难）几乎总是可以看到 左半球卒中后失语症I型患者。即使 语言功能充分恢复，使患者能够恢复 工作，一个未恢复的问题与阅读往往干扰显着 工作表现。无法重返工作岗位的患者可能会被 很少占用他们的时间;阅读乐趣的能力可以使 他们的生活质量有很大的不同。这样做的目的 项目是开发，实施和测试一套治疗方案， 获得性阅读障碍的治疗，基于认知 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 将用于确定导致阅读的潜在损伤 每一个病人的缺点。该提案侧重于三个具体缺陷： (l)从视觉模态（纯视觉）获得视觉词形式的障碍 阅读障碍）;（2）正字法表征的激活受损 （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 针对这三种阅读缺陷而设计。这些治疗 程序部分来自阅读的认知模型，部分来自 一般治疗方法的差异，部分来自结果 以前的治疗研究。 所有治疗计划将利用单受试者多基线 设计，其中一组字母，单词，规则等将被学习， 在训练下一组之前，90%的正确率是标准。每个 治疗方案将在几个患者中重复。一套一般 所有受试者将接受外部探针测试， 治疗这三个探头都有额外的外部探头 赤字类型，包括一个单词列表，目标是改善，但 从未受过训练。衡量标准包括阅读的准确性和速度。 治疗方案将通过检查 多个基线图，比较阅读 治疗前和治疗后的治疗特异性探测词，以及检查 处理前和处理后一般外部探头的性能。 假设某些限定变量对以下情况具有预测价值： 将对特定的赤字群体进行审查。 该项目的结果将作为演讲/语言的指南 病理学家在选择一个有效的治疗，针对具体的 满足患者的个性化需求。此外，数据可能是 用于改善正常阅读的模式，这可能会导致更有效的 正常和发展性阅读障碍儿童阅读教学方法 孩子

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.