Project IV extends our previous neuroimaging project which developed rigorous methodologies to examine particular brain structures between well-described subject groups and will also compare measures of brain function in these cohort. In our previous efforts, we obtained neuroanatomical Magnetic Resonance studies on over 320 children. While rigorous studies were performed on some of these subjects, complete image analysis was hampered by limitations in the subject groups, especially the normal group, due to necessary subtyping by gender and handedness. In this new grant, we propose to capitalize on our previous efforts by first performing additional MR neuroanatomical imaging using the same protocols as before on additional normal subjects in order to form a more complete control group. Next, rigorous statistical testing can be performed on the corpus callosum and the temporal lobes (focusing on planum temporale) using the sum total of this data. This neuroanatomical structures analysis will also be extended to include a measurement related to the asymmetry of the caudate nucleus. At the end of this effort, we hope to carefully and rigorously affirm or refute a variety of hypotheses relating brain structure and learning disorders currently being reported in the literature. In addition, not only do we plan to extend our previous studies of brain structure, but we also plan a major effort to examine brain function using non-invasive magnetic resonance imaging techniques in well- characterized reading disabled children to measure changes in blood flow in specific brain regions during specific cognitive tasks. Here, we will first develop methodology that will permit us to evaluate differences in the brain's response to different activation tasks in the frontal cortex and the temporal lobes. Next, we will compare these changes in children from three subject groups: dyslexic, attention disordered and normal children. MR promises to be the first method suitable for functional changes.
| 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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