NEUROBEHAVIORAL DEFINITION AND SUBTYPING OF DYSLEXIA

提议继续开展三个高度相关的项目： (a)一项对正常人、阅读障碍者和“在 风险”样本已开始在一年级，三年级， 幼儿园，分别; (b)一项关于成人阅读障碍的家庭研究（定义为儿童期 心理测量学），包括他们的配偶、兄弟姐妹、父母和子女， 并对所有受试者使用表型的行为测量， 先证者表型的电生理测量及其 子女;及 (c)一个综合的多维生理和解剖研究， 使用血流（rCBF）、事件相关电位 (ERP)正电子发射断层扫描（PET）和磁共振成像 （MRI）。 这些研究旨在澄清： (a)正常和受损阅读的纵向过程，以及 这些课程彼此之间的区别，包括 新出现的阅读障碍的表型标记的证明， 注意力缺陷障碍、智力低下和相关疾病，以及 阅读障碍表型的可能的语言内亚型; (b)表型及其组分的家族传播模式 过程和相关的共病障碍，如ADHD。 (c)解剖学（颞平面）的汇聚证据;以及 生理（左颞，左角回，左尾状核）缺陷， 表征了诵读困难的表型。

Continuation is proposed for three highly interrelated projects: (a) a longitudinal behavioral study of normal, reading impaired, and "at risk" samples which had been started in 1st grade, third grade, and kindergarten, respectively; (b) a family study of adult dyslexics (defined by childhood psychometrics), including their spouses, siblings, parents, and children, and using behavioral measurement of the phenotype for all subjects and electrophysiological measurement of the phenotype for probands and their children; and (c) an integrated multidimensional physiological and anatomical study of the dyslexic phenotype---using blood flow (rCBF), event related potentials (ERP), positron emission tomography (PET), and magnetic resonance imaging (MRI). These studies are intended to clarify: (a) the longitudinal course of normal and impaired reading, and the differentiation of these courses from each other, including the demonstration of phenotypic markers of emerging dyslexia distinct from attention deficit disorder, low intelligence, and related conditions, and the possible intra-linguistic subtyping of the dyslexic phenotype; (b) the familial transmission patterns of the phenotype and its component processes and related comorbid disorders such as ADHD. (c) converging evidence for an anatomical (temporal planum; and physiological (left temporal, left angular gyrus, left caudate) deficit as characterizing the dyslexic phenotype.