The principal goal of the proposed Center is to further the scientific understanding of the neurobiological mechanisms of learning disabilities with particular emphasis on language-based disabilities. As reading is a fundamental means of communication, children who have difficulty in acquiring this skill are severely disadvantaged.. Developmental dyslexia is a common reading disorder whose etiology is poorly understood. The behavioral manifestations of dyslexia are complex, involving abnormalities in both language and sensorimotor processing. While less behaviorally evident, specific sensory processing problems have also been identified in dyslexia and it has been suggested that they also contribute to the observed reading disorder. Better knowledge concerning the neural mechanisms responsible for developmental reading disability may suggest novel approaches leading to improvements in its diagnosis and treatment. The proposed Center brings together a group of established investigators with wide clinical and scientific experience from Georgetown University, the Bowman Gray School of Medicine and Gallaudet University to collaborate on an integrated series of projects to investigate: (1) the pathophysiology of disordered reading fluency, (2) neural mechanisms underlying a phonologically-based reading intervention program, and (3) the neural mechanisms of reading impairment in deaf individuals. The proposed research projects and resource cores together form a multi- disciplinary and coordinated effort to apply modern behavioral, genetic and imaging methods to the investigations of the mechanisms, classification and diagnosis of reading related learning disabilities. The experience gained in these studies will allow development of a deeper understanding of the neurobiological mechanisms of successful behavioral intervention programs.

National Institute of Health (NIH)
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Specialized Center (P50)
Project #
Application #
Study Section
Special Emphasis Panel (ZHD1)
Program Officer
Mccardle, Peggy D
Project Start
Project End
Budget Start
Budget End
Support Year
Fiscal Year
Total Cost
Indirect Cost
Georgetown University
Schools of Medicine
United States
Zip Code
Turesky, Ted K; Olulade, Olumide A; Luetje, Megan M et al. (2018) An fMRI study of finger tapping in children and adults. Hum Brain Mapp 39:3203-3215
Taylor, C M; Olulade, O A; Luetje, M M et al. (2018) An fMRI study of coherent visual motion processing in children and adults. Neuroimage 173:223-239
Evans, Tanya M; Flowers, D Lynn; Luetje, Megan M et al. (2016) Functional neuroanatomy of arithmetic and word reading and its relationship to age. Neuroimage 143:304-315
Olulade, O A; Flowers, D L; Napoliello, E M et al. (2015) Dyslexic children lack word selectivity gradients in occipito-temporal and inferior frontal cortex. Neuroimage Clin 7:742-54
Olulade, Olumide A; Koo, Daniel S; LaSasso, Carol J et al. (2014) Neuroanatomical profiles of deafness in the context of native language experience. J Neurosci 34:5613-20
Evans, Tanya M; Flowers, D Lynn; Napoliello, Eileen M et al. (2014) Sex-specific gray matter volume differences in females with developmental dyslexia. Brain Struct Funct 219:1041-54
Evans, Tanya M; Flowers, D Lynn; Napoliello, Eileen M et al. (2014) The functional anatomy of single-digit arithmetic in children with developmental dyslexia. Neuroimage 101:644-52
Krafnick, Anthony J; Flowers, D Lynn; Luetje, Megan M et al. (2014) An investigation into the origin of anatomical differences in dyslexia. J Neurosci 34:901-8
Olulade, Olumide A; Flowers, D Lynn; Napoliello, Eileen M et al. (2013) Developmental differences for word processing in the ventral stream. Brain Lang 125:134-45
Olulade, Olumide A; Napoliello, Eileen M; Eden, Guinevere F (2013) Abnormal visual motion processing is not a cause of dyslexia. Neuron 79:180-90

Showing the most recent 10 out of 30 publications