The role of visual attention in dyslexia: Behavioral and neurobiological evidence

The transposed-character effect is not modulated by contrast display in Chinese word recognition

Studies have shown that the transposed-letter effect is moderated by visual factors, but whether the transposed-character effect in the Chinese language is moderated by visual factors such as contrast display remains unknown. Accordingly, we conducted two experiments using a single-presentation lexical decision task with real words (), transposed-character () and replacement-character () pseudowords that manipulated the visual features of the stimuli, with four characters in the same color or the first two characters and the last two characters in different colors ( vs ) in Experiment 1 and critical characters in plain or highlighted text ( vs ) in Experiment 2, to explore whether contrast display moderates the transposed-character effect. The results revealed that color segmentation and critical character highlighting did not significantly moderate the transposed-character effect. The stability of the transposed-character effect suggests that this effect may be influenced mainly by language factors. This is important for achieving a comprehensive understanding of the transposed-character effect and the core mechanism of the Chinese reading process.

Impaired Ability in Visual-Spatial Attention in Chinese Children With Developmental Dyslexia

A growing body of evidence suggests that children with dyslexia in alphabetic languages exhibit visual-spatial attention deficits that can obstruct reading acquisition by impairing their phonological decoding skills. However, it remains an open question whether these visual-spatial attention deficits are present in children with dyslexia in non-alphabetic languages. Chinese, with its logographic writing system, offers a unique opportunity to explore this question. The presence of visual-spatial attention deficits in Chinese children with dyslexia remains insufficiently investigated. Therefore, this study aimed to explore whether such deficits exist, employing a visual search paradigm. Three visual search tasks were conducted, encompassing two singleton feature search tasks and a serial conjunction search task. The results indicated that Chinese children with dyslexia performed as well as chronological age-matched control children in color search tasks but less effectively in orientation search, suggesting a difficulty in the rapid visual processing of orientation: a deficit potentially specific to Chinese dyslexia. Crucially, Chinese children with dyslexia also exhibited lower accuracy, longer reaction times, and steeper slopes in the reaction times by set size function in the conjunction search task compared to control children, which is indicative of a visual-spatial attention deficit.

Effects of central vs. peripheral attentional-oculomotor exercise on lexical processing

Past research from our lab has suggested visual demands in video games serve to exercise attentional-oculomotor (A-O) processing in a manner beneficial to reading. However, testing the effect of video games on reading typically requires long timeframes (e.g., multiweek training or years of accumulated video game experience). The current study manipulated within-experiment peripheral and central demands to evaluate the effects of A-O exercise on task performance. Our study included two tasks: an orthographic lexical decision task (OLDT), designed to optimise orthographic lexical processing, and a novel graphic-based health bar decision task (HBDT). In Experiment 1, the stimuli were presented centrally in one block and peripherally in another block to manipulate A-O exercise. We observed greater improvements in the peripheral-first than the central-first group, particularly for the OLDT. In Experiments 2 and 3, we focused on the OLDT, with the HBDT serving as the A-O exercise task, and observed improvements in both centrally and peripherally trained participants. We additionally observed, through analyses of word and bigram frequency, a double dissociation, whereby increased target word frequency was associated with faster target reaction times and improved error rates, whereas increased foil bigram frequency was associated with slower foil reaction times and worse error rates. Taken together, the experiments demonstrate a mechanism beyond simple task learning that drives reading improvements, and A-O exercise, even if movements are small, appears to play a role in the improvements observed. We suggest future research should further develop this paradigm and examine its utility for reading remediation in dyslexia.

Differentiating the neurobiological correlates for reading gains in children with reading difficulties with and without attention-deficit/hyperactivity disorder using fMRI

OBJECTIVE

Reading difficulties (RD) frequently co-occur with attention-deficit/hyperactivity disorder (ADHD), and children with both RD + ADHD often demonstrate greater challenges in reading and executive functions (EF) than those with RD-only.

METHODS

This study examined the effect of a 4-week EF-based reading intervention on behavioral and neurobiological correlates of EF among 8-12 y.o. English-speaking children with RD + ADHD (n = 19), RD-only (n = 18), and typically developing children (n = 18). Behavioral and resting-state fMRI data were collected from all participants before and after 4 weeks of the EF-based reading computerized program. Group (RD + ADHD, RD-only, typical readers) x Test (pre- and post-intervention) repeated measures ANOVAs were conducted for reading, EF, and brain functional connectivity (FC) measures.

RESULTS

Across groups, reading (fluency, comprehension) and EF (inhibition, speed of processing) behavioral performance improved following the intervention. Exploratory subgroup comparisons revealed that children with RD + ADHD, but not RD-only, showed significant gains in reading comprehension, whereas inhibition improved in both RD groups, but not among typical readers. Furthermore, across groups, FC between the frontoparietal (FP) and cingulo-opercular (CO) networks decreased following the intervention. Exploratory subgroup comparisons revealed that children with RD + ADHD, but not RD-only, showed a significant decrease in FC of FP-CO and FP-dorsal attention network.

CONCLUSIONS

These results support the differential response to an EF-based reading intervention of children with RD with and without comorbid ADHD at brain and behavioral levels.

Distinct impact modes of polygenic disposition to dyslexia in the adult brain

Dyslexia is a common and partially heritable condition that affects reading ability. In a study of up to 35,231 adults, we explored the structural brain correlates of genetic disposition to dyslexia. Individual dyslexia-disposing genetic variants showed distinct patterns of association with brain structure. Independent component analysis revealed various brain networks that each had their own genomic profiles related to dyslexia susceptibility. Circuits involved in motor coordination, vision, and language were implicated. Polygenic scores for eight traits genetically correlated with dyslexia, including cognitive, behavioral, and reading-related psychometric measures, showed partial similarities to dyslexia in terms of brain-wide associations. Notably, microstructure of the internal capsule was consistently implicated across all of these genetic dispositions, while lower volume of the motor cortex was more specifically associated with dyslexia genetic disposition alone. These findings reveal genetic and neurobiological features that may contribute to dyslexia and its associations with other traits at the population level.

Distinct connectivity patterns between perception and attention-related brain networks characterize dyslexia: Machine learning applied to resting-state fMRI

Diagnosis of dyslexia often occurs in late schooling years, leading to academic and psychological challenges. Furthermore, diagnosis is time-consuming, costly, and reliant on arbitrary cutoffs. On the other hand, automated algorithms hold great potential in medical and psychological diagnostics. The aim of the present study was to develop a machine learning tool for the detection of dyslexia in children based on the intrinsic connectivity patterns of different brain networks underlying perception and attention. Here, 117 children (8-12 years old; 58 females; 52 typical readers; TR and 65 children with dyslexia) completed cognitive and reading assessments and underwent 10 min of resting-state fMRI. Functional connectivity coefficients between 264 brain regions were used as features for machine learning. Different supervised algorithms were employed for classification of children with and without dyslexia. A classifier trained on dorsal attention network features exhibited the highest performance (accuracy .79, sensitivity .92, specificity .64). Auditory, visual, and fronto-parietal network-based classification showed intermediate accuracy levels (70-75%). These results highlight significant neurobiological differences in brain networks associated with visual attention between TR and children with dyslexia. Distinct neural integration patterns can differentiate dyslexia from typical development, which may be utilized in the future as a biomarker for the presence and/or severity of dyslexia.

Cognition and Cognitive Reserve

Cognition is a mental process that provides the ability to think, know, and learn. Though cognitive skills are necessary to do daily tasks and activities, cognitive aging causes changes in various cognitive functions. Cognitive abilities that are preserved and strengthened by experience can be kept as a reserve and utilized when necessary. The concept of reserving cognition was found when people with Alzheimer's disease had differences in clinical manifestations and cognitive functions. The cognitive reserve builds resilience against cognitive decline and improves the quality of life. Also, several lines of studies have found that the plasticity between neurons has a significant impact on cognitive reserve and acts against cognitive decline. To extend the findings, the present study provides a comprehensive understanding of cognitive reserve and the variables that are involved in maintaining cognition. The study also considers reading as one of the cognitive proxies that develops and maintains cognitive reserve.

Error-monitoring: A predictor of future reading skills? A 3-year longitudinal study in children

Investigation of the factors explaining individual differences in the acquisition of expert reading skills has become of particular interest these last decades. Non-verbal abilities, such as visual attention and executive functions play an important role in reading acquisition. Among those non-verbal factors, error-monitoring, which allows one to detect one's own errors and to avoid repeating them in the future, has been reported to be impaired in dyslexic readers. The present three-year longitudinal study aims at determining whether error-monitoring efficiency evaluated before and during reading instruction could improve the explanation of reading skills. To do so, 85 children will be followed from the last year of kindergarten to the second grade. The classic predictors of reading will be assessed at each grade level. Error-monitoring indices in domain-general and reading-related contexts will be derived from EMG data recorded during a Simon task in kindergarten and during both a Simon and a lexical decision tasks in the first and second grades. Findings concerning the role of error-monitoring on reading skills are expected to have an important impact on reading instruction to prevent reading difficulties in at-risk children and improve remediation to help children with reading difficulties.

The effect of attention shifting on Chinese children's word reading in primary school

BACKGROUND

This study explored the effects of attention shifting on Chinese children's word reading.

OBJECTIVE

The sample consisted of 87 fourth-grade children from Shaoxing City, China.

METHODS

The students completed measures of the attention shifting task, reading accuracy test, reading fluency test, and rapid automatized naming test.

RESULTS

The results showed that reading fluency was significantly correlated with attention shifting scores, specifically with tag1 and tag6 (ps < 0.05). The reading accuracy score was also significantly correlated with tag6 (p < 0.05). According to the regression analysis of attention shifting on word reading, even when controlling for rapid automatic naming, attention shifting significantly affected word reading fluency at approximately 600 ms (p = .011). Attention shifting did not affect children's word reading accuracy.

SHORT CONCLUSION

These findings suggest that attention shifting is significantly associated with children's word reading. Educators should focus on developing children's attention shifting to improve their word reading ability.

Executive functions-based reading training engages the cingulo-opercular and dorsal attention networks

The aim of this study was to determine the effect of a computerized executive functions (EFs)-based reading intervention on neural circuits supporting EFs and visual attention. Seed-to-voxel functional connectivity analysis was conducted focusing on large-scale attention system brain networks, during an fMRI reading fluency task. Participants were 8- to 12-year-old English-speaking children with dyslexia (n = 43) and typical readers (n = 36) trained on an EFs-based reading training (n = 40) versus math training (n = 39). Training duration was 8 weeks. After the EFs-based reading intervention, children with dyslexia improved their scores in reading rate and visual attention (compared to math intervention). Neurobiologically, children with dyslexia displayed an increase in functional connectivity strength after the intervention between the cingulo-opercular network and occipital and precentral regions. Noteworthy, the functional connectivity indices between these brain regions showed a positive correlation with speed of processing and visual attention scores in both pretest and posttest. The results suggest that reading improvement following an EFs-based reading intervention involves neuroplastic connectivity changes in brain areas related to EFs and primary visual processing in children with dyslexia. Our results highlight the need for training underlying cognitive abilities supporting reading, such as EFs and visual attention, in order to enhance reading abilities in dyslexia.

EEG Based Functional Brain Network Analysis and Classification of Dyslexic Children During Sustained Attention Task

Reading is a complex cognitive skill that involves visual, attention, and linguistic skills. Because attention is one of the most important cognitive skills for reading and learning, the current study intends to examine the functional brain network connectivity implicated during sustained attention in dyslexic children. 15 dyslexic children (mean age 9.83±1.85 years) and 15 non-dyslexic children (mean age 9.91±1.97 years) were selected for this study. The children were asked to perform a visual continuous performance task (VCPT) while their electroencephalogram (EEG) signals were recorded. In dyslexic children, significant variations in task measurements revealed considerable omission and commission errors. During task performance, the dyslexic group with the absence of a small-world network had a lower clustering coefficient, a longer characteristic pathlength, and lower global and local efficiency than the non-dyslexic group (mainly in theta and alpha bands). When classifying data from the dyslexic and non-dyslexic groups, the current study achieved the maximum classification accuracy of 96.7% using a k-nearest neighbor (KNN) classifier. To summarize, our findings revealed indications of poor functional segregation and disturbed information transfer in dyslexic brain networks during a sustained attention task.

Fluent contextual reading is associated with greater synchronization of the visual and auditory networks, fluent reading and better speed of processing in children with dyslexia

The asynchrony theory of dyslexia postulates weaker visual (orthographical processing) and auditory (phonological processing) network synchrony in dyslexic readers. The weaker visual-auditory network synchronization is suggested to contribute to slow processing speed, which supports cognitive control, contributing to single-word reading difficulty and lower reading fluency. The current study aims to determine the neurobiological signature for this theory and to examine if prompting enhanced reading speed through deleted text is associated with a greater synchronization of functional connectivity of the visual and auditory networks in children with dyslexia and typical readers (TRs). We further aimed to determine if the change in visual-auditory connectivity prompted by deleted text is associated with reading fluency and processing speed abilities. Nineteen children with dyslexia and 21 typical readers ages 8-12 years old participated in a fMRI under two types of reading conditions: a still text condition and deleted text condition, in which letters was sequentially deleted from the screen. Effects of diagnostic group and condition on functional connectivity (FC) of visual and auditory networks were examined. Results revealed a significant overall effect of condition with a marginally significant Group × Condition interaction, such that as compared with TRs, children with dyslexia showed a significantly greater increase in visual-auditory FC between the still and deleted text conditions. Additionally, for children with dyslexia, this FC increase was significantly correlated with better reading fluency and verbal/nonverbal processing speed. These results support a relationship between the synchronization of the visual and auditory networks, fluent reading and increased speed of processing abilities in children with dyslexia, which can help guide fluency-based intervention strategies.

Intervention targeting different visual attention span components in Chinese children with developmental dyslexia: a study based on Bundesen's theory of visual attention

Within the framework of the theory of visual attention (TVA), the visual attention span (VAS) deficit among individuals with developmental dyslexia has been ascribed to the problems entailed by bottom-up (BotU) and top-down (TopD) attentional processes. The former involves two VAS subcomponents: the visual short-term memory storage and perceptual processing speed; the latter consists of the spatial bias of attentional weight and the inhibitory control. Then, what about the influences of the BotU and TopD components on reading? Are there differences in the roles of the two types of attentional processes in reading? This study addresses these issues by using two types of training tasks separately, corresponding to the BotU and TopD attentional components. Three groups of Chinese children with dyslexia-15 children each in the BotU training, TopD training, and non-trained active control groups were recruited here. Participants completed reading measures and a CombiTVA task which was used to estimate VAS subcomponents, before and after the training procedure. Results showed that BotU training improved both the within-category and between-category VAS subcomponents and sentence reading performance; meanwhile, TopD training enhanced character reading fluency through improving spatial attention capacity. Moreover, benefits on attentional capacities and reading skills in the two training groups were generally maintained three months after the intervention. The present findings revealed diverse patterns in the influences of VAS on reading within the TVA framework, which contributes to enriching the understanding of VAS-reading relation.

Neurobiological perspective on the development of executive functions

Executive functions are a set of top-down cognitive processes necessary for emotional self-regulation and goal-directed behaviour supporting, among others, academic abilities. Premature infants are at high risk for subsequent cognitive, psychosocial, or behavioural problems even in the absence of medical complications and in spite of normal brain imaging. Given that this is a sensitive period of brain growth and maturation, these factors may place preterm infants at high risk for executive function dysfunction, disrupted long-term development, and lower academic achievements. Therefore, careful attention to interventions at this age is essential for intact executive functions and academic development.

Visual selective attention and visual search performance in children with CVI, ADHD, and Dyslexia: a scoping review

Visual selective attention refers to the selection of relevant visual elements in a scene whilst ignoring irrelevant visual elements. Visual Selective Attention Dysfunctions (VSAD) are prevalent in children with Cerebral Visual Impairment (CVI), Attention Deficit Hyperactivity Disorder (ADHD), and Dyslexia. An important issue in the pediatric neuropsychological practice is how to discriminate between the task performance of these populations. We conducted a scoping review of the literature on visual search performance (VSP) in children with CVI, ADHD, and Dyslexia, aged 6-12 years. After a systematic selection process, 35 studies were included. Results suggest that all patient groups have some degree of impaired VSP compared to typically developing children. Children with CVI tend to react slower and less accurately. VSP impairments in children with ADHD are characterized by poor accuracy rather than reaction time. Children with Dyslexia tend to be slower and less accurate, depending on stimulus type. Besides VSAD, it is argued that other neurocognitive mechanisms might influence VSP, such as speed-accuracy trade-off or an executive functioning deficit in ADHD and a phonological deficit in Dyslexia. This paper further discusses the differences and similarities in visual search performance between the groups. The sparse data in children with an official diagnosis of CVI and the technical inconclusive data on children with ADHD and Dyslexia demonstrate complexity of discriminating between these populations in clinical practice based on VSP. New and more quantitative VSP parameters, such as eye tracking-based measures, may contribute to a refined classification among CVI, ADHD, and Dyslexia.

Dyslexia: Causes and Concomitant Impairments

In recent decades, theories have been presented to explain the nature of dyslexia, but the causes of dyslexia remained unclear. Although the investigation of the causes of dyslexia presupposes a clear understanding of the concept of cause, such an understanding is missing. The present paper proposes the absence of at least one necessary condition or the absence of all sufficient conditions as causes for impaired reading. The causes of impaired reading include: an incorrect fixation location, too short a fixation time, the attempt to recognize too many letters simultaneously, too large saccade amplitudes, and too short verbal reaction times. It is assumed that a longer required fixation time in dyslexic readers results from a functional impairment of areas V1, V2, and V3 that require more time to complete temporal summation. These areas and areas that receive input from them, such as the fusiform gyrus, are assumed to be impaired in their ability to simultaneously process a string of letters. When these impairments are compensated by a new reading strategy, reading ability improves immediately.

Functional and anatomical alterations in bilateral vestibulopathy: A multimodal neuroimaging study and clinical correlation

Object

To study multimodal neuroimaging study including resting state functional MRI (rs-fMRI), anatomical connectivity and brain morphology in patients with bilateral vestibulopathy (BVP) and relationship with clinical correlation.

Methods

Thirteen patients with BVP (7 women; mean age ± SD = 63.5 ± 14.7 years, 22-80 years) and eighteen age and gender-matched controls were compared rs-fMRI and anatomical MRI. Also, we analyzed the relationship between multimodal neuroimaging and Dizziness Handicap Inventory score (DHI), Vestibular Disorders Activities of Daily Living Scale (VDRL), Geriatric Depression Scale (GDS) and Hospital Anxiety and Depression Scale (HADS).

Results

Compared with controls, BVP patients showed decreased functional connectivity among the key nodes of the salience network, auditory (including vestibular) network, bilateral posterior parahippocampal gyri, bilateral paracingulate gyri, and right frontoparietal network, and the anatomical connectivity in the right cerebellum, corpus callosum tapetum, and left fornix. BVP patients showed decreased gray matter volume in the bilateral parahippocampal gyri, right precentral gyrus, anterior cingulate gyrus, and right middle temporal gyrus and increased gray matter volume in the right superior frontal gyrus compared with controls. Correlation analyses showed rs-fMRI and clinical variables showed no significant result. DHI correlated negatively with anatomical connectivity in the bilateral frontal parahippocampal cingulum, corpus callosum, right inferior fronto-occipital fasciculus, bilateral fornix, and gray matter volumes in the bilateral middle occipital gyri, right superior occipital gyrus, left angular gyrus, and right cuneus in BVP. VADL correlated negatively with Anatomical connectivity in the corpus callosum, bilateral fornix, bilateral cerebellum, bilateral superior and anterior thalamic radiation, right inferior fronto-occipital fasciculus, bilateral fronto-parietal cingulum, right dentatoruburothalamic tract and gray matter volumes in the right angular gyri, bilateral parahippocampal gyri, right middle temporal gyrus, right cuneus, bilateral inferior occipital gyri, left middle occipital gyrus, right superior frontal gyrus, left fusiform gyrus, bilateral caudate, left cerebellar crus, and bilateral calcarine gyri in BVP.

Conclusions

This study identified reductions in the volume of the hippocampus and alterations in functional and anatomical connectivity that concurs with previously established characteristics of BVP. The degree of disability can be inferred from the change in the connectivity and volume between vestibular cortical areas and their network.

The effects of bilateral posterior parietal cortex tRNS on reading performance

According to established cognitive neuroscience knowledge based on studies on disabled and typically developing readers, reading is based on a dual-stream model in which a phonological-dorsal stream (left temporo-parietal and inferior frontal areas) processes unfamiliar words and pseudowords, whereas an orthographic-ventral stream (left occipito-temporal and inferior frontal areas) processes known words. However, correlational neuroimaging, causal longitudinal, training, and pharmacological studies have suggested the critical role of visuo-spatial attention in reading development. In a double blind, crossover within-subjects experiment, we manipulated the neuromodulatory effect of a short-term bilateral stimulation of posterior parietal cortex (PPC) by using active and sham tRNS during reading tasks in a large sample of young adults. In contrast to the dual-stream model predicting either no effect or a selective effect on the stimulated phonological-dorsal stream (as well as to a general multisensory effect on both reading streams), we found that only word-reading performance improved after active bilateral PPC tRNS. These findings demonstrate a direct neural connectivity between the PPC, controlling visuo-spatial attention, and the ventral stream for visual word recognition. These results support a neurobiological model of reading where performance of the orthographic-ventral stream is boosted by an efficient deployment of visuo-spatial attention from bilateral PPC stimulation.

Orthographic Depth May Influence the Degree of Severity of Maze Learning Performance in Children at Risk for Reading Disorder

Reading disability (RD), which affects between 5 and 17% of the population worldwide, is the most prevalent form of learning disability, and is associated with underactivation of a universal reading network in children. However, recent research suggests there are differences in learning rates on cognitive predictors of reading performance, as well as differences in activation patterns within the reading neural network, based on orthographic depth (i.e., transparent/shallow vs. deep/opaque orthographies) in children with RD. Recently, we showed that native English-speaking children with RD exhibit impaired performance on a maze learning task that taps into the same neural networks that are activated during reading. In addition, we demonstrated that genetic risk for RD strengthens the relationship between reading impairment and maze learning performance. However, it is unclear whether the results from these studies can be broadly applied to children from other language orthographies. In this study, we examined whether low reading skill was associated with poor maze learning performance in native English-speaking and native German-speaking children, and the influence of genetic risk for RD on cognition and behavior. In addition, we investigated the link between genetic risk and performance on this task in an orthographically diverse sample of children attending an English-speaking international school in Germany. The results from our data suggest that children with low reading skill, or with a genetic risk for reading impairment, exhibit impaired performance on the maze learning task, regardless of orthographic depth. However, these data also suggest that orthographic depth influences the degree of impairment on this task. The maze learning task requires the involvement of various cognitive processes and neural networks that underlie reading, but is not influenced by potential differences in reading experience due to lack of text or oral reporting. As a fully automated tool, it does not require specialized training to administer, and current results suggest it may be a practicable screening tool for early identification of reading impairment across orthographies.

Visuo-spatial attention deficit in children with reading difficulties

Although developmental reading disorders (developmental dyslexia) have been mainly associated with auditory-phonological deficits, recent longitudinal and training studies have shown a possible causal role of visuo-attentional skills in reading acquisition. Indeed, visuo-attentional mechanisms could be involved in the orthographic processing of the letter string and the graphemic parsing that precede the grapheme-to-phoneme mapping. Here, we used a simple paper-and-pencil task composed of three labyrinths to measure visuo-spatial attention in a large sample of primary school children (n = 398). In comparison to visual search tasks requiring visual working memory, our labyrinth task mainly measures distributed and focused visuo-spatial attention, also controlling for sensorimotor learning. Compared to typical readers (n = 340), children with reading difficulties (n = 58) showed clear visuo-spatial attention impairments that appear not linked to motor coordination and procedural learning skills implicated in this paper and pencil task. Since visual attention is dysfunctional in about 40% of the children with reading difficulties, an efficient reading remediation program should integrate both auditory-phonological and visuo-attentional interventions.

Disruption of Functional Brain Networks Underlies the Handwriting Deficit in Children With Developmental Dyslexia

Developmental dyslexia (DD) is a neurological-based learning disorder that affects 5-17.5% of children. Handwriting difficulty is a prevailing symptom of dyslexia, but its neural mechanisms remain elusive. Using functional magnetic resonance imaging (fMRI), this study examined functional brain networks associated with handwriting in a copying task in Chinese children with DD (n = 17) and age-matched children (n = 36). We found that dyslexics showed reduced network connectivity between the sensory-motor network (SMN) and the visual network (VN), and between the default mode network (DMN) and the ventral attention network (VAN) during handwriting, but not during drawing geometric figures. Moreover, the connectivity strength of the networks showing group differences was correlated with handwriting speed, reading and working memory, suggesting that the handwriting deficit in DD is linked with disruption of a large-scale brain network supporting motoric, linguistic and executive control processes. Taken together, this study demonstrates the alternations of functional brain networks that underly the handwriting deficit in Chinese dyslexia, providing a new clue for the neural basis of DD.