NEUROBEHAVIORAL DEFINITION AND SUBTYPING OF DYSLEXIA

提出了一个定义和分型中心， 以下具体特点： - 教育和心理测量的纵向研究 一个大样本的学童的表现，以界定和 通过仔细控制 注意力缺陷障碍（ADD）使用测试 已经验证了诵读困难和ADD的单独影响; - 一项随机实验与对照试验， 一年级和二年级，针对高风险儿童， 阅读障碍; - 一个完整的心理测量，神经精神，和区域大脑 大样本成人阅读障碍患者的血流研究 他们的童年教育和心理测量表现 在档案记录中有很好的记载;以及他们自己的孩子， 允许两代研究，其中确定是通过 受影响的父母; - 电生理学事件相关电位（ERP）测量， 使用已经验证过的范例， 阅读障碍和ADD。

A center for definition and subtyping is proposed, with the following specific features: - longitudinal studies of educational and psychometric performance of a large sample of school children, to define and subtype dyslexia by outcome with careful control for the presence of attention deficit disorder (ADD) using tests already validated for separate effects of dyslexia and ADD; - a randomized experimental vs. control trial of remediation in the first and second grade, for children at high risk for dyslexia; - a full psychometric, neuropsychiatric, and regional cerebral blood flow investigation of a large sample of adult dyslexics whose childhood educational and psychometric performance is well-documented in archival records; and of their own children, permitting a two generation study where ascertainment is by affected parent; - electrophysiological event-related potential (ERP) measures, using paradigms already validated for separate effects of dyslexia and ADD.