Bases of Normal and Disordered Reading

描述（由申请人提供）：本提案是竞争性延续 在之前的资助中，“感知，语言和计算基础， 阅读障碍“我们研究的重点是使用连接主义模型， 阅读的框架实证研究阅读习得和阅读障碍，与一个 强调识别与不同基础疾病相关的亚型 损伤在上一个授予期间，我们进行了纵向 阅读习得与阅读障碍的研究及行为实验 语音感知，拼写和学习，旨在识别可能的 阅读障碍的原因我们还完成了塞登贝格的主要扩建工程， McClelland（1980）的发展性阅读障碍模型，并实施了一个模型， 从印刷品中计算词义。行为研究表明 阅读障碍有语音和非语音基础， 产生不同的行为特征，这些特征随着时间的推移而稳定。公开演讲 识别缺陷只在语音阅读障碍的一个子集中观察到 有更广泛的语言障碍因此，研究表明， 损伤严重到足以对阅读产生负面影响， 感知不受影响。在下一个授予期内，我们建议进行新的 实验集中在语音学，言语和 在阅读障碍者中观察到的视觉感知，这些 阅读行为的障碍，以及不同的大脑激活是否 不同亚型的模式。该研究计划涉及使用 行为实验、计算建模和神经成像技术 对正常和无序的阅读进行统一的描述。这些研究 可能会产生关于阅读理论的进步， 阅读障碍，正常和紊乱的言语和视觉的基本方面 感知，以及阅读能力和残疾的大脑基础。

DESCRIPTION (provided by applicant): This proposal is a competing continuation of a previous grant, "Perceptual, linguistic, and computational bases of dyslexia." The focus of our research was on using a connectionist model of reading to frame empirical studies of reading acquisition and dyslexia, with an emphasis on identifying subtypes associated with different underlying impairments. During the previous granting period, we conducted a longitudinal study of reading acquisition and dyslexia and behavioral experiments concerning speech perception, spelling, and learning targeted at identifying possible causes of dyslexia. We also completed a major extension of the Seidenberg and McClelland (1980) model to developmental dyslexia and implemented a model of the computation of word meaning from print. The behavioral research suggests that there are phonological and non-phonological bases for dyslexia which produce different behavioral profiles that are stable over time. Overt speech recognition deficits were only observed in a subset of phonological dyslexics with broader language impairments. Thus the studies suggest that phonological impairments can be severe enough to impact reading negatively but leave speech perception unaffected. In the next granting period we propose to conduct new experiments focused on the nature of the impairments in phonology, speech and visual perception that have been observed in dyslexics, the effects of these impairments on reading behavior, and whether different brain activation patterns underlie different subtypes. The research program involves using behavioral experimentation, computational modeling, and neuroimaging techniques to develop a unified account of normal and disordered reading. The studies are likely to yield advances with regard to theories of reading, the bases of reading impairments, basic aspects of normal and disordered speech and visual perception, and the brain bases of reading ability and disability.