# PSYCHOLINGUISTIC AND BIOLOGICAL MECHANISMS IN DYSLEXIA

> **NIH NIH P01** · YALE UNIVERSITY · 1994 · $2,097,318

## Abstract

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.

## Key facts

- **NIH application ID:** 2198348
- **Project number:** 2P01HD021888-06A1
- **Recipient organization:** YALE UNIVERSITY
- **SAM.gov UEI:** FL6GV84CKN57
- **Principal Investigator:** BENNETT A SHAYWITZ
- **Activity code:** P01 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 1994
- **Award amount:** $2,097,318
- **Award type:** 2
- **Project period:** 1987-09-01 → 1999-03-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/2198348

## Citation

> US National Institutes of Health, RePORTER application 2198348, PSYCHOLINGUISTIC AND BIOLOGICAL MECHANISMS IN DYSLEXIA (2P01HD021888-06A1). Retrieved via MORVS 2026-10-25 from https://api.morvs.ai/grant/nih/2198348. Licensed CC0.

---

*[NIH grants dataset](/datasets/nih-grants) · CC0 1.0*