FUNCTIONAL MRI STUDIES OF COGNITION AND READING IN CHILDREN AND ADOLESCENTS

这个子项目是许多研究子项目中的一个 由NIH/NCRR资助的中心赠款提供的资源。子项目及 研究者（PI）可能从另一个NIH来源获得了主要资金， 因此可以在其他CRISP条目中表示。所列机构为 研究中心，而研究中心不一定是研究者所在的机构。 有一个迫切需要提高对阅读障碍的病理学的理解。 这些实验的结果将提供新的信息有关的神经基板负责视觉，听觉和发育性阅读障碍的语音异常的特点，并可能导致更准确的诊断工具，阅读障碍的发展。 为了实现这个目标，我们还将研究早熟阅读的神经生物学基础--这种情况见于一些患有广泛性发育障碍（PDD）的儿童。 此外，我们将在我们的研究中包括深度耳聋的人，以便让我们了解听觉处理对阅读和视觉处理的神经组织的影响，以及它对阅读能力的表现。 指导，沟通和干预的作用将在这些群体中进行研究，以研究教学方法的生理和行为后果，通过获取干预前后的fMRI数据来确定。

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. There is an urgent need for an improved understanding of the pathology of dyslexia. The results of these experiments will provide new information concerning the neural substrates responsible for visual, auditory, and phonological abnormalities characteristic of developmental dyslexia and may lead to the development of more accurate diagnostic tools for dyslexia. Towards this goal we will also study the neurobiological basis of precocious reading - a condition seen in some children with Pervasive Developmental Disorders (PDD). In addition, we will include profoundly deaf individuals in our studies, in order to allow us to understand the impact of auditory processing on the neural organization for reading and visual processing in the brain and its manifestation on reading ability. The role of instruction, communication and intervention will be studied in these groups in order to study the physiological as well as behavioral consequences of instructional approaches, ascertained by acquiring fMRI data prior to and after intervention.