This Program Project, Neurolinguistics and Biologic Mechanisms in Dyslexia, represents a natural extension of our efforts to develop a classification of reading and learning disability. Such an enterprise encompasses and yet gets to the heart of some of the most central issues in reading disability research including definition, mechanisms, and strategies for intervention. In this renewal, we propose to investigate the developmental course of the topologies of reading and learning disability. More specifically, we hope to clarify the nature of the cognitive and neurolinguistics deficits underlying reading disability in young children and in older children, the relationship of these deficits young children and in older children, the relationship of these deficits to one another and to the reading process and their course over time. The Program Project encompasses four projects and two cores. Project I addresses: 1) temporal stability of subgroups of learning disability (LD) and subtypes of reading disability (RD); 2) nature and determinants of outcome of specific subgroups of LD and subtypes of RD; 3) nature and determinants of plateau effects; and 4) cognitive and neurolinguistics mechanisms influencing RD. Project II is designed to study the growth and development of reading related language skills (e.g., phonological awareness) in children with language disorders; an additional goal is to explicitly examine the influence of social disadvantage on language and reading disability. Project III adds a new dimension to our studies by examining the endocrinologic influences on the rate of development of academic and cognitive skills. Project IV extends our previous neuroimaging project which developed rigorous methodologies to examine particular brain structures between well described subject groups. The elucidation of the mechanisms and the subtypes of reading disability are intimately related and serve as a necessary prerequisite to informing strategies for designing practical intervention measures for prevention and treatment.
| Shaywitz, Sally E; Gruen, Jeffrey R; Shaywitz, Bennett A (2007) Management of dyslexia, its rationale, and underlying neurobiology. Pediatr Clin North Am 54:609-23, viii |
| Shaywitz, Bennett A; Lyon, G Reid; Shaywitz, Sally E (2006) The role of functional magnetic resonance imaging in understanding reading and dyslexia. Dev Neuropsychol 30:613-32 |
| Meng, Haiying; Smith, Shelley D; Hager, Karl et al. (2005) DCDC2 is associated with reading disability and modulates neuronal development in the brain. Proc Natl Acad Sci U S A 102:17053-8 |
| Shaywitz, Sally E; Shaywitz, Bennett A (2005) Dyslexia (specific reading disability). Biol Psychiatry 57:1301-9 |
| Francis, David J; Fletcher, Jack M; Stuebing, Karla K et al. (2005) Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient. J Learn Disabil 38:98-108 |
| Shaywitz, Bennett A; Shaywitz, Sally E; Blachman, Benita A et al. (2004) Development of left occipitotemporal systems for skilled reading in children after a phonologically- based intervention. Biol Psychiatry 55:926-33 |
| Shafritz, Keith M; Marchione, Karen E; Gore, John C et al. (2004) The effects of methylphenidate on neural systems of attention in attention deficit hyperactivity disorder. Am J Psychiatry 161:1990-7 |
| Vellutino, Frank R; Fletcher, Jack M; Snowling, Margaret J et al. (2004) Specific reading disability (dyslexia): what have we learned in the past four decades? J Child Psychol Psychiatry 45:2-40 |
| Shaywitz, Sally E; Naftolin, Frederick; Zelterman, Daniel et al. (2003) Better oral reading and short-term memory in midlife, postmenopausal women taking estrogen. Menopause 10:420-6 |
| Shaywitz, Sally E; Shaywitz, Bennett A; Fulbright, Robert K et al. (2003) Neural systems for compensation and persistence: young adult outcome of childhood reading disability. Biol Psychiatry 54:25-33 |
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