This proposal is a competing continuation of a previous grant, """"""""Perceptual, linguistic, and computational bases of dyslexia."""""""" The focus of our research was on using a connectionist model of reading to frame empirical studies of reading acquisition and dyslexia, with an emphasis on identifying subtypes associated with different underlying impairments. During the previous granting period, we conducted a longitudinal study of reading acquisition and dyslexia and behavioral experiments concerning speech perception, spelling, and learning targeted at identifying possible causes of dyslexia. We also completed a major extension of the Seidenberg and McClelland (1980) model to developmental dyslexia and implemented a model of the computation of word meaning from print. The behavioral research suggests that there are phonological and non-phonological bases for dyslexia which produce different behavioral profiles that are stable over time. Overt speech recognition deficits were only observed in a subset of phonological dyslexics with broader language impairments. Thus the studies suggest that phonological impairments can be severe enough to impact reading negatively but leave speech perception unaffected. In the next granting period we propose to conduct new experiments focused on the nature of the impairments in phonology, speech and visual perception that have been observed in dyslexics, the effects of these impairments on reading behavior, and whether different brain activation patterns underlie different subtypes. The research program involves using behavioral experimentation, computational modeling, and neuroimaging techniques to develop a unified account of normal and disordered reading. The studies are likely to yield advances with regard to theories of reading, the bases of reading impairments, basic aspects of normal and disordered speech and visual perception, and the brain bases of reading ability and disability.

National Institute of Health (NIH)
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Research Project (R01)
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Study Section
Biobehavioral and Behavioral Processes 3 (BBBP)
Program Officer
Miller, Brett
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University of Southern California
Schools of Arts and Sciences
Los Angeles
United States
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Bruno, Jennifer Lynn; Lu, Zhong-Lin; Manis, Franklin R (2013) Phonological processing is uniquely associated with neuro-metabolic concentration. Neuroimage 67:175-81
Beattie, Rachel L; Manis, Franklin R (2013) Rise time perception in children with reading and combined reading and language difficulties. J Learn Disabil 46:200-9
Beattie, Rachel L; Lu, Zhong-Lin; Manis, Franklin R (2011) Dyslexic adults can learn from repeated stimulus presentation but have difficulties in excluding external noise. PLoS One 6:e27893
Li, Xiangrui; Lu, Zhong-Lin; Tjan, Bosco S et al. (2008) Blood oxygenation level-dependent contrast response functions identify mechanisms of covert attention in early visual areas. Proc Natl Acad Sci U S A 105:6202-7
Bruno, Jennifer Lynn; Zumberge, Allison; Manis, Franklin R et al. (2008) Sensitivity to orthographic familiarity in the occipito-temporal region. Neuroimage 39:1988-2001
Bruno, Jennifer L; Manis, Franklin R; Keating, Patricia et al. (2007) Auditory word identification in dyslexic and normally achieving readers. J Exp Child Psychol 97:183-204
Sperling, Anne J; Lu, Zhong-Lin; Manis, Franklin R et al. (2006) Motion-perception deficits and reading impairment: it's the noise, not the motion. Psychol Sci 17:1047-53
Sperling, Anne J; Lu, Zhong-Lin; Manis, Franklin R et al. (2006) Deficits in achromatic phantom contour perception in poor readers. Neuropsychologia 44:1900-8
Sperling, Anne J; Lu, Zhong-Lin; Manis, Franklin R et al. (2005) Deficits in perceptual noise exclusion in developmental dyslexia. Nat Neurosci 8:862-3
Bailey, Caroline E; Manis, Franklin R; Pedersen, William C et al. (2004) Variation among developmental dyslexics: evidence from a printed-word-learning task. J Exp Child Psychol 87:125-54

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