Cognitively Based Treatments of Acquired Dyslexias

获得性阅读障碍的认知治疗

• 批准号: 6542706
• 负责人: RHONDA B FRIEDMAN
• 金额: $ 40.66万
• 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 2007-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6542706
• 关键词: aphasia; behavioral /social science research tag; clinical research; cognition; cues; dyslexia; functional magnetic resonance imaging; human subject; human therapy evaluation; learning; neural information processing; neuropsychology; phonology; psycholinguistics; psychological models; reading; reading disorder; semantics; speech therapy; visual feedback

DESCRIPTION (provided by applicant): Acquired disorders of reading (acquired dyslexia) are common in patients with aphasia subsequent to left hemisphere stroke. Even when language functions recover sufficiently to enable the patient to return to work, an unrecovered dyslexia 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 test a set of therapy programs for the treatment of acquired dyslexia, based upon a cognitive neuropsychological model of reading. A comprehensive and detailed battery of reading and reading-related tests is used to determine the underlying impairment causing the reading deficit in each patient. This proposal focuses on three specific deficits: 1) impaired access to the visual word form from the visual modality (pure dyslexia); 2) impaired orthographic-phonologic connections (phonologic/deep dyslexia); 3) poor lector/affixed word reading in text (phonological text alexia)). A set of experimental treatment programs has been devised for each of these reading deficits. These therapy 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. A set of general external probe tests are 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. Group studies will examine the efficacy of treatments that have been successful in prior single case studies, and in some instances will compare the efficacy of two treatments with each other. Single case studies will be implemented to explore new treatment protocols or variations on old treatment protocols. Treatment programs are evaluated for efficacy by comparing the 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. The results of this project will increase our understanding of reading and its breakdown, leading to more effective methods of teaching reading to both normal and developmentally dyslexic children, in addition to providing a scientific basis for the choice of effective intervention strategies for the treatment of acquired dyslexia.

描述（申请人提供）：获得性阅读障碍（获得性阅读障碍）在左脑卒中后失语症患者中很常见。即使当语言功能恢复到足以让患者重返工作岗位时，未恢复的阅读障碍往往会严重干扰工作表现。不能重返工作岗位的病人可能没有什么时间可以占用；为乐趣而阅读的能力可能会对他们的生活质量产生重大影响。这个项目的目的是测试一套治疗获得性阅读障碍的治疗方案，基于阅读的认知神经心理学模型。一个全面和详细的阅读和阅读相关测试的电池被用来确定潜在的损害，导致每个病人的阅读缺陷。本研究主要针对三种特定的缺陷：1)从视觉形态获取视觉单词形式的障碍（纯阅读障碍）；2)正字法-语音连接受损（语音/深度阅读障碍）；3)在文本中选择/粘贴单词阅读能力差（语音文本失读症）。针对每一种阅读缺陷都设计了一套实验性治疗方案。这些治疗方案部分源于阅读的认知模式，部分源于一般治疗方法的差异，部分源于以往治疗研究的结果。在治疗前后，对所有受试者进行一套一般的外部探针测试。对于三种缺陷类型中的每一种都有额外的外部探针，包括目标改进但从未训练过的单词列表。衡量标准包括阅读的准确性和速度。小组研究将检查在以前的单个病例研究中成功的治疗方法的疗效，在某些情况下将比较两种治疗方法的疗效。将实施个案研究，以探索新的治疗方案或旧治疗方案的变化。通过比较治疗前后阅读治疗特异性探针词的准确性和速度，以及检查治疗前后一般外部探针的性能，来评估治疗方案的疗效。该项目的研究结果将增加我们对阅读及其分解的理解，从而为正常和发展性阅读障碍儿童提供更有效的阅读教学方法，并为选择有效的干预策略治疗获得性阅读障碍提供科学依据。