GENOTYPIC AND PHENOTYPIC HETEROGENEITY IN DYSLEXIA

建议继续开展三个高度相关的项目： (A)对正常、阅读障碍和“在 已开始于一年级、三年级和 幼儿园分别为； (B)成人诵读困难症的家庭研究(以童年定义 心理测量)，包括他们的配偶、兄弟姐妹、父母和孩子， 并使用对所有受试者的表型的行为测量 先证者及其表型的电生理测量 儿童；以及 (C)综合的多维生理和解剖学研究 阅读障碍表型-使用血流量(RCBF)、事件相关电位 (事件相关电位)、正电子发射断层扫描(PET)和磁共振成像 (核磁共振)。 这些研究旨在澄清： (A)正常阅读和受损阅读的纵向过程，以及 这些课程之间的区别，包括 新出现的阅读障碍的表型标记与 注意力缺陷障碍、智力低下和相关条件，以及 阅读障碍表型可能的语言内亚型； (B)表型及其组成部分的家族遗传模式 过程和相关的共病障碍，如ADHD。 (C)关于解剖学(颞骨平面)的综合证据； 生理性缺陷(左侧颞叶、左侧角回、左侧尾状回) 描述阅读障碍的表型。

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.