Developmental Phonological Dyslexia: Neural Mechanisms

发展性语音阅读障碍：神经机制

• 批准号: 7279800
• 负责人: RICHARD Eugene FRYE
• 金额: $ 16.26万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-07-01 至 2010-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7279800
• 关键词: Age; Area; Biological Neural Networks; Boston; Brain; Child; Clinical; Clinical Investigator; Clinical effectiveness; Code; Cognition; Cognition Disorders; Competence; Cues; Development; Diagnosis; Dyslexia; Ethics; Feedback; Financial compensation; Functional disorder; Image; Individual; Intelligence; Knowledge; Language; Learning; Learning Disorders; Left; Location; Magnetoencephalography; Measures; Memory; Mentored Patient-Oriented Research Career Development Award; Methods; Monitor; Orthography; Participant; Patient Care; Pattern; Pediatric Hospitals; Performance; Policies; Process; Public Health; Public Health Schools; Reader; Reading; Rehabilitation therapy; Research; Research Personnel; Research Project Grants; Role; Route; Series; Stimulus; Subgroup; System; Testing; Time; Training; Universities; Visual; Word Processing; Work; base; behavior observation; cognitive neuroscience; design; developmental disease; experience; improved; insight; lexical; lexical processing; neuroimaging; neuromechanism; phonology; programs; remediation; research study; sex; skills; visual stimulus; young adult

DESCRIPTION (provided by applicant): This NINDS Mentored Patient-Oriented Research Career Development Award (K23) entitled "Developmental Phonological Dyslexia: Neural Mechanisms" proposes to develop the candidate's competence in patient care and research in the field of developmental cognitive neuroscience, with a focused application of recent advances from this field to the understanding and treatment of developmental disorders of cognition. The candidate will pursue coursework in clinical effectiveness, ethics and neuroimaging, clinical duties involving children and young adults with learning disorders, and research. The research component will focus on mechanisms underlying compensation for the non-fluent, inaccurate reading seen in dyslexic readers. The work will take place at Boston University, the MGH/MIT/HMS Athinoula A. Martinos Imaging Center, the Children's Hospital Boston, and the Harvard School of Public Health. Despite the fact that behavioral observations suggest that developmental phonological dyslexic readers rely on whole word (lexical), rather than phonological (sub-lexical) processing, most neuroimaging studies have concentrated on the dysfunction of the phonological processing system rather than on comparing the functional roles of the 2 word processing systems in dyslexic and normal readers. In the proposed study, participants, during magnetoencephalography (MEG) recording, will judge whether 2 sequential visually presented words or pronounceable non-words rhyme. The visual rhyme stimuli will be specifically designed to activate only 1 of the 2 classically recognized word processing systems. Using anatomically-constrained MEG each system will be tested separately, as well as the dynamic interaction between them, in 3 separate experiments carried out in normal and dyslexic readers. The subgroup of phonologically dyslexic readers will be identified from a larger group of poor readers using specific tests of reading ability and matched to normal readers in terms of age, sex and a non-verbal measure of general intelligence. The proposed research project and educational components will allow the candidate to improve his skills as a clinical investigator and to gain the experience and knowledge for influencing public health and educational policy. In addition, the insight provided by this research will help guide the development of improved methods of diagnosis, rehabilitation, treatment and long-term monitoring of individuals with developmental cognitive disorders.

描述（由申请人提供）：该 NINDS 指导患者导向的研究职业发展奖 (K23) 题为“发育性语音诵读困难：神经机制”，旨在培养候选人在发育性认知神经科学领域的患者护理和研究方面的能力，重点应用该领域的最新进展来理解和治疗认知发育障碍。候选人将学习临床有效性、伦理学和神经影像学、涉及患有学习障碍的儿童和年轻人的临床职责以及研究等课程。研究部分将重点关注对阅读困难读者的不流利、不准确阅读的补偿机制。这项工作将在波士顿大学、MGH/MIT/HMS Athinoula A. Martinos 影像中心、波士顿儿童医院和哈佛大学公共卫生学院进行。尽管行为观察表明，发育性语音阅读障碍读者依赖于整个单词（词汇），而不是语音（亚词汇）处理，但大多数神经影像学研究都集中在语音处理系统的功能障碍上，而不是比较阅读障碍和正常读者中两个文字处理系统的功能作用。在拟议的研究中，参与者在脑磁图（MEG）记录期间，将判断两个连续的视觉呈现单词或可发音的非单词是否押韵。视觉韵律刺激将专门设计用于仅激活 2 个经典识别的文字处理系统中的 1 个。使用解剖学上受限的 MEG，每个系统以及它们之间的动态相互作用将在正常读者和阅读困难读者中进行的 3 个独立实验中进行单独测试。语音阅读困难的读者亚群将通过特定的阅读能力测试从更大的贫困读者群体中识别出来，并在年龄、性别和一般智力的非语言测量方面与正常读者相匹配。拟议的研究项目和教育部分将使候选人能够提高其作为临床研究者的技能，并获得影响公共卫生和教育政策的经验和知识。此外，这项研究提供的见解将有助于指导开发改进的对患有发育性认知障碍的个体进行诊断、康复、治疗和长期监测的方法。