A5071612872- Reading and Literacy Development
- Attention Deficit Hyperactivity Disorder
- Cognitive and developmental aspects of mathematical skills
- Neurobiology of Language and Bilingualism
- Neuroscience and Neuropharmacology Research
- Children's Physical and Motor Development
- Neuroscience, Education and Cognitive Function
- Language Development and Disorders
- Neurotransmitter Receptor Influence on Behavior
- Functional Brain Connectivity Studies
- Obsessive-Compulsive Spectrum Disorders
- Early Childhood Education and Development
- Neural and Behavioral Psychology Studies
- Metabolism and Genetic Disorders
- Child Development and Digital Technology
- Autism Spectrum Disorder Research
- Educational and Psychological Assessments
- Writing and Handwriting Education
- Neuroscience of respiration and sleep
- Mitochondrial Function and Pathology
- Biochemical Analysis and Sensing Techniques
- EEG and Brain-Computer Interfaces
- Infant Development and Preterm Care
- Neuroendocrine regulation and behavior
- Epilepsy research and treatment
Yale University
2013-2022
Yale Cancer Center
1986-2019
National Academy of Medicine
2016
Google (United States)
1996-2007
W. M. Keck Foundation
2005
University of Colorado Boulder
2005
University of Nebraska Medical Center
2005
RELX Group (United States)
2005
Child Development Center
1979-2000
Haskins Laboratories
1998-2000
Learning to read requires an awareness that spoken words can be decomposed into the phonologic constituents alphabetic characters represent. Such is characteristically lacking in dyslexic readers who, therefore, have difficulty mapping onto word. To find location and extent of functional disruption neural systems underlies this impairment, we used magnetic resonance imaging compare brain activation patterns nonimpaired subjects as they performed tasks made progressively greater demands on...
Individual growth curves were used to test whether the development of children with reading disabilities is best characterized by models developmental lag or deficit. Developmental changes in ability modeled using 9 yearly longitudinal assessments a sample 403 classified into three groups representing (a) deficient achievement relative IQ expectations (RD-D), (b) consistent (LA), and (c) no deficiency (NRI). Using model quadratic plateau, age level at which scores plateaued estimated for...
Dyslexia is now widely believed to be a biologically based disorder that distinct from other, less specific reading problems. According this view, ability considered follow bimodal distribution, with dyslexia as the lower mode. We hypothesized that, instead, follows normal at end of continuum.
To examine the validity of distinguishing children with reading disabilities according to discrepancy and low-achievement definitions, we obtained four assessments expected achievement two actual for 199 children, 7.5-9.5 years old. These were used subdivide sample into definitional groups who compared on 9 cognitive variables related proficiency. Results did not support versus low definitions. Although differences between impaired without large, those met IQ-based definitions small or significant
The cerebral organization of word identification processes in reading was examined using functional magnetic resonance imaging (fMRI). Changes fMRI signal intensities were measured 38 subjects (19 males and 19 females) during visual (line judgement), orthographic (letter case phonological (nonword rhyme judgement) semantic (semantic category tasks. A strategy multiple subtractions employed order to validate relationships between structure function. Orthographic processing made maximum...
Objective. The outcome in adolescence of children diagnosed as dyslexic during the early years school was examined prospectively identified childhood and continuously followed to young adulthood. This sample offers a unique opportunity investigate adolescents for whom there is no question diagnosis highly analytic measures reading language can be administered adolescence. Design. Children were recruited from Connecticut Longitudinal Study, cohort 445 representative those entering public...
Eight measures of cognitive and language functions in 232 children were subjected to multiple methods cluster analysis an effort identify subtypes reading disability. Clustering yielded 9 reliable representing 90% the sample, including 2 nondisabled subtypes, 7 reading-disabled subtypes. Of globally deficient skills, whereas 4 5 specific displayed a relative weakness phonological awareness variations rapid serial naming verbal short-term memory. The remaining disabled subtype was impaired on...
ContextPreclinical studies suggest that estrogen affects neural structure and function in mature animals; clinical are less conclusive with many, but not all, showing a positive influence of on verbal memory postmenopausal women.ObjectiveTo investigate the effects brain activation patterns women as they performed nonverbal working tasks.DesignRandomized, double-blind, placebo-controlled, crossover trial from 1996 through 1998.SettingCommunity volunteers tested hospital...
Administration of 6-hydroxydopamine to neonatal rats produces a rapid and profound depletion brain dopamine. Total activity treated animals is significantly greater than that controls between 12 22 days age, but then declines, an pattern similar seen in affected children. This suggests functional deficiency dopamine the pathogenesis minimal dysfunction.
A comprehensive cognitive appraisal of elementary school children with learning disabilities showed that within the language sphere, deficits associated reading disability are selective Phonological consistently accompany problems whether they occur in relatively pure form or presence coexisting attention deficit arithmetic Although reading-disabled were also deficient production morphologically related forms, this difficulty stemmed large part from same weakness phonological component...
DYX2 on 6p22 is the most replicated reading disability (RD) locus. By saturating a previously identified peak of association with single nucleotide polymorphism markers, we large polymorphic deletion that encodes tandem repeats putative brain-related transcription factor binding sites in intron 2 DCDC2 . Alleles this compound repeat are significant disequilibrium multiple traits. RT-PCR data show localizes to regions brain where fluent occurs, and RNA interference studies down-regulation...
Functional connectivity analyses of functional magnetic resonance imaging data are a powerful tool for characterizing brain networks and how they disrupted in neural disorders. However, many such examine only one or small number priori seed regions. Studies that consider the whole frequently rely on anatomic atlases to define network nodes, which might result mixing distinct activation time-courses within single node. Here, we improve upon previous methods by using data-driven parcellation...
Abstract Two coordinated experiments using functional Magnetic Resonance Imaging (fMRI) investigated whether the brain represents language form (grammatical structure) separately from its meaning content (semantics). While in scanner, 14 young, unimpaired adults listened to simple sentences that were either nonanomalous or contained a grammatical error (for example, *Trees can grew.), semantic anomaly eat.). A same/different tone pitch judgment task provided baseline isolated activity...
According to federal regulations, children with reading difficulties are eligible for special education services under the learning disability category if they display skills that significantly lower than their scores on intelligence (IQ) tests. Children who poor readers but do not this discrepancy education. A meta-analysis involving 46 studies addressing validity of classification revealed substantial overlap between IQ-discrepant and IQ-consistent readers. Aggregated effect sizes were in...
Converging evidence from neuroimaging studies of developmental dyslexia reveals dysfunction at posterior brain regions centered in and around the angular gyrus left hemisphere. We examined functional connectivity (covariance) between related occipital temporal lobe sites, across a series print tasks that systematically varied demands on phonological assembly. Results indicate for dyslexic readers disruption language-dominant hemisphere is confined to those make explicit In contrast, do not...