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Horowitz-Kraus T, Dudley J, Rosch K, Fotang J, Farah R. Localized alterations in cortical thickness and sulcal depth of the cingulo-opercular network in relation to lower reading fluency skills in children with dyslexia. Brain Res 2024; 1834:148891. [PMID: 38554796 DOI: 10.1016/j.brainres.2024.148891] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2023] [Revised: 03/14/2024] [Accepted: 03/26/2024] [Indexed: 04/02/2024]
Abstract
The traditional models of reading development describe how language processing and word decoding contribute to reading comprehension and how impairments in word decoding, a defining feature of dyslexia, affect reading comprehension outcomes. However, these models do not include word and sentence reading (contextual reading) fluency, both of which engage executive functions, with notably decreased performance in children with dyslexia. In the current study, we compared cortical thickness and sulcal depth (CT/SD) in the cingulo-opercular (CO) executive functions brain network in children with dyslexia and typical readers and examined associations with word vs. contextual reading fluency. Overall, CT was lower in insular regions and higher in parietal and caudal anterior cingulate cortex regions in children with dyslexia. Children with dyslexia showed positive correlations between word reading fluency and CT/SD in insular regions, whereas no significant correlations were observed in typical readers. For sentence reading fluency, negative correlations with CT/SD were found in insular regions in children with dyslexia, while positive correlations with SD were found in insular regions in typical readers. These results demonstrate the differential relations between word and sentence reading fluency and anatomical circuitry supporting executive functions in children with dyslexia vs. typical readers. It also suggests that word and sentence reading fluency, relate to morphology of executive function-related regions in children with dyslexia, whereas in typical readers, only sentence reading fluency relates to morphology of executive function regions. The results also highlight the role of the insula within the CO network in reading fluency. Here we suggest that word and sentence reading fluency are distinct components of reading that should each be included in the Simple View of Reading traditional model.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion; Faculty of Biomedical Engineering, Technion; Kennedy Krieger Institute, Baltimore, MD, USA; Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
| | - Jonathan Dudley
- Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, OH, USA
| | - Keri Rosch
- Kennedy Krieger Institute, Baltimore, MD, USA
| | | | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion; Faculty of Biomedical Engineering, Technion
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2
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Ashburn SM, Matejko AA, Eden GF. Activation and functional connectivity of cerebellum during reading and during arithmetic in children with combined reading and math disabilities. Front Neurosci 2024; 18:1135166. [PMID: 38741787 PMCID: PMC11090247 DOI: 10.3389/fnins.2024.1135166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Accepted: 02/06/2024] [Indexed: 05/16/2024] Open
Abstract
Background Reading and math constitute important academic skills, and as such, reading disability (RD or developmental dyslexia) and math disability (MD or developmental dyscalculia) can have negative consequences for children's educational progress. Although RD and MD are different learning disabilities, they frequently co-occur. Separate theories have implicated the cerebellum and its cortical connections in RD and in MD, suggesting that children with combined reading and math disability (RD + MD) may have altered cerebellar function and disrupted functional connectivity between the cerebellum and cortex during reading and during arithmetic processing. Methods Here we compared Control and RD + MD groups during a reading task as well as during an arithmetic task on (i) activation of the cerebellum, (ii) background functional connectivity, and (iii) task-dependent functional connectivity between the cerebellum and the cortex. Results The two groups (Control, RD + MD) did not differ for either task (reading, arithmetic) on any of the three measures (activation, background functional connectivity, task-dependent functional connectivity). Conclusion These results do not support theories that children's deficits in reading and math originate in the cerebellum.
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Affiliation(s)
| | | | - Guinevere F. Eden
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, DC, United States
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3
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Church JA. The Brain's Control Networks in Reading: Insights From Cross-Task Studies of Youth. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2023; 17:257-266. [PMID: 38745918 PMCID: PMC11091959 DOI: 10.1111/mbe.12372] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Accepted: 06/04/2023] [Indexed: 05/16/2024]
Abstract
Humans engage multiple brain systems to read successfully, including using regions important for vision, language, and control. Control refers to the set of executive processes in the brain that guide moment-to-moment behavior in service of our goals. There is a growing appreciation for the role of the brain's control system in reading comprehension, in reading skill change over time, and in those who have difficulty with the reading process. One way to understand the brain's control engagement in reading may be to study control engagement across multiple tasks in order to study consistencies, or cross-task similarities, relative to reading-specific variations. In this commentary, I briefly summarize some of our recent work studying the brain's control networks across different tasks (e.g., when reading, or doing different executive function tasks). I then review our findings of when control activation does or does not relate to measures of reading ability, and reading growth over time. The utility of cross-task comparisons in neuroimaging is noted, as well as the need to better understand multiple sources of heterogeneity in our developmental samples. I end by discussing a few of the many future directions for further study of the brain with regard to the brain's control processing and academic achievement.
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Martinez-Lincoln A, Fotidzis TS, Cutting LE, Price GR, Barquero LA. Examination of common and unique brain regions for atypical reading and math: a meta-analysis. Cereb Cortex 2023; 33:6959-6989. [PMID: 36758954 PMCID: PMC10233309 DOI: 10.1093/cercor/bhad013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 12/20/2022] [Accepted: 12/21/2022] [Indexed: 02/11/2023] Open
Abstract
The purpose of this study is to identify consistencies across functional neuroimaging studies regarding common and unique brain regions/networks for individuals with reading difficulties (RD) and math difficulties (MD) compared to typically developing (TD) individuals. A systematic search of the literature, utilizing multiple databases, yielded 116 functional magnetic resonance imaging and positron emission tomography studies that met the criteria. Coordinates that directly compared TD with either RD or MD were entered into GingerALE (Brainmap.org). An activation likelihood estimate (ALE) meta-analysis was conducted to examine common and unique brain regions for RD and MD. Overall, more studies examined RD (n = 96) than MD (n = 20). Across studies, overactivation for reading and math occurred in the right insula and inferior frontal gyrus for atypically developing (AD) > TD comparisons, albeit in slightly different areas of these regions; however, inherent threshold variability across imaging studies could diminish overlying regions. For TD > AD comparisons, there were no similar or overlapping brain regions. Results indicate there were domain-specific differences for RD and MD; however, there were some similarities in the ancillary recruitment of executive functioning skills. Theoretical and practical implications for researchers and educators are discussed.
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Affiliation(s)
- Amanda Martinez-Lincoln
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
| | - Tess S Fotidzis
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
| | - Laurie E Cutting
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
- Vanderbilt University Medical Center, Vanderbilt Kennedy Center, 110 Magnolia Circle, Nashville, TN 37203, United States
| | - Gavin R Price
- Department of Psychology, University of Exeter, Washington Singer Building Perry Road Exeter EX44QG, United Kingdom
| | - Laura A Barquero
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
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5
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Ozernov‐Palchik O, Sury D, Turesky TK, Yu X, Gaab N. Longitudinal changes in brain activation underlying reading fluency. Hum Brain Mapp 2023; 44:18-34. [PMID: 35984111 PMCID: PMC9783447 DOI: 10.1002/hbm.26048] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2021] [Revised: 05/23/2022] [Accepted: 07/16/2022] [Indexed: 02/05/2023] Open
Abstract
Reading fluency-the speed and accuracy of reading connected text-is foundational to educational success. The current longitudinal study investigates the neural correlates of fluency development using a connected-text paradigm with an individualized presentation rate. Twenty-six children completed a functional MRI task in 1st/2nd grade (time 1) and again 1-2 years later (time 2). There was a longitudinal increase in activation in the ventral occipito-temporal (vOT) cortex from time 1 to time 2. This increase was also associated with improvements in reading fluency skills and modulated by individual speed demands. These findings highlight the reciprocal relationship of the vOT region with reading proficiency and its importance for supporting the developmental transition to fluent reading. These results have implications for developing effective interventions to target increased automaticity in reading.
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Affiliation(s)
- Ola Ozernov‐Palchik
- McGovern Institute for Brain ResearchMassachusetts Institute of TechnologyCambridgeMassachusettsUSA
- Harvard Graduate School of EducationHarvard UniversityCambridgeMassachusettsUSA
| | - Dana Sury
- Department of Learning Disabilities, Faculty of EducationBeit Berl CollegeHasharonIsrael
| | - Ted K. Turesky
- Harvard Graduate School of EducationHarvard UniversityCambridgeMassachusettsUSA
| | - Xi Yu
- State Key Laboratory of Cognitive Neuroscience and LearningBeijing Normal UniversityBeijingChina
| | - Nadine Gaab
- Harvard Graduate School of EducationHarvard UniversityCambridgeMassachusettsUSA
- Harvard Medical SchoolBostonMassachusettsUSA
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6
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Pereira N, Costa MA, Guerreiro M. Effects of word length and word frequency among dyslexic, ADHD-I and typical readers. J Eye Mov Res 2022; 15:10.16910/jemr.15.1.1. [PMID: 37009492 PMCID: PMC10063363 DOI: 10.16910/jemr.15.1.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Abstract
This study aimed to investigate the neuropsycholinguistic functioning of children with Developmental Dyslexia (DD) and Attention-Deficit/Hyperactivity Disorder - inattentive subtype (ADHD-I) in a reading task. The psycholinguistic profile of both groups was assessed using a battery of neuropsychological and linguistic tests and compared to typical readers. Participants were submitted to a silent reading task with lexical manipulation of the text. Eye movements were recorded and compared aiming to find cognitive processes involved in reading that could help differentiate groups. The study examined whether word-frequency and word-length effects distinguish between groups. Participants included 19 typical readers, 21 children diagnosed with ADHD-I and 19 children with DD. All participants were attending 4th grade and had a mean age of 9.08 years. Children with DD and ADHDI exhibited significant different cognitive and linguistic profiles on almost all measures evaluated when compared to typical readers. The effects of word length and word frequency interaction also differed significantly in the 3 experimental groups. The results support the multiple cognitive deficits theory. While the shared deficits support the evidence of a phonological disorder present in both conditions, the specific ones corroborate the hypothesis of an oculomotor dysfunction in DD and a visuo-spatial attention dysfunction in ADHD.
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Affiliation(s)
- Norberto Pereira
- NeuroCog - Centro de Reabilitação da Lesão Cerebral
- Center of Linguistics, School of Arts and Humanities, University of Lisbon
- Escola Superior de Saúde Dr. Lopes Dias (ESALD)
| | | | - Manuela Guerreiro
- Instituto Medicina Molecular, Faculty of Medicine, University of Lisbon
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7
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Yu X, Dunstan J, Jacobson SW, Molteno CD, Lindinger NM, Turesky TK, Meintjes EM, Jacobson JL, Gaab N. Distinctive neural correlates of phonological and reading impairment in fetal alcohol-exposed adolescents with and without facial dysmorphology. Neuropsychologia 2022; 169:108188. [PMID: 35218791 PMCID: PMC9922095 DOI: 10.1016/j.neuropsychologia.2022.108188] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Revised: 11/26/2021] [Accepted: 02/21/2022] [Indexed: 01/25/2023]
Abstract
Prenatal alcohol exposure (PAE) has been linked to atypical brain and cognitive development, including poor academic performance in reading. This study utilized functional magnetic resonance imaging and diffusion tensor imaging to characterize functional and structural mechanisms mediating reading deficits in 26 adolescents with PAE-related facial dysmorphology (fetal alcohol syndrome (FAS)/partial FAS (PFAS)), 29 heavily-exposed (HE) non-syndromal adolescents, in comparison with 19 typically developing controls. The FAS/PFAS and HE groups were balanced in terms of levels of PAE and reading (dis)ability. While neural alterations in the posterior association cortices were evident in both PAE groups, distinctive neural correlates of reading (dis)abilities were observed between adolescents with and without facial dysmorphology. Specifically, compared to the HE and control groups, the syndromal adolescents showed greater activation in the right precentral gyrus during phonological processing and rightward lateralization in an important reading-related tract (inferior longitudinal fasciculus, ILF), suggesting an atypical reliance on the right hemisphere. By contrast, in the HE, better reading skills were positively correlated with neural activation in the left angular gyrus and white matter organization of the left ILF, although the brain function-behavior relation was weaker than among the controls, suggesting less efficient function of the typical reading network. Our findings provide converging evidence at both the neural functional and structural levels for distinctive brain mechanisms underlying atypical reading and phonological processing in PAE adolescents with and without facial dysmorphology.
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Affiliation(s)
- Xi Yu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China; Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, MA, 02115, USA.
| | - Jade Dunstan
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, MA, 02115, USA
| | - Sandra W Jacobson
- Department of Psychiatry and Behavioral Neurosciences, Wayne State University School of Medicine, Detroit, MI, 48201, USA; Department of Psychiatry and Mental Health, Faculty of Health Sciences, University of Cape Town, Cape Town, 7701, South Africa; Department of Human Biology, Faculty of Health Sciences, University of Cape Town, Cape Town, 7701, South Africa
| | - Christopher D Molteno
- Department of Psychiatry and Mental Health, Faculty of Health Sciences, University of Cape Town, Cape Town, 7701, South Africa
| | - Nadine M Lindinger
- Department of Human Biology, Faculty of Health Sciences, University of Cape Town, Cape Town, 7701, South Africa
| | - Ted K Turesky
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, MA, 02115, USA; Harvard Medical School, Boston, MA, 02115, USA; Harvard Graduate School of Education, Cambridge, MA, 02138, USA
| | - Ernesta M Meintjes
- Department of Human Biology, Faculty of Health Sciences, University of Cape Town, Cape Town, 7701, South Africa
| | - Joseph L Jacobson
- Department of Psychiatry and Behavioral Neurosciences, Wayne State University School of Medicine, Detroit, MI, 48201, USA; Department of Human Biology, Faculty of Health Sciences, University of Cape Town, Cape Town, 7701, South Africa.
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, MA, 02115, USA; Harvard Medical School, Boston, MA, 02115, USA; Harvard Graduate School of Education, Cambridge, MA, 02138, USA.
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8
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Abo-Elhija D, Farah R, Horowitz-Kraus T. Stroop performance is related to reading profiles in Hebrew-speaking individuals with dyslexia and typical readers. DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:212-227. [PMID: 35132738 DOI: 10.1002/dys.1708] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Revised: 10/04/2021] [Accepted: 01/13/2022] [Indexed: 06/14/2023]
Abstract
There is a debate in the literature regarding the level of contribution of executive functions (EF) to reading comprehension (RC), in the context of the simple view of reading (SVR) model. The current study aims to create sub-profiles of reading and cognitive abilities based on a measure traditionally used for evaluating EF, that is, the Stroop task, and specifically, Stroop time. Ninety-seven adults with and without reading difficulties performed reading and cognitive tasks, including the Stroop tests. Four groups were created based on Stroop performance time and a reading profile was created for each group. A mediation analysis was conducted to determine if reading accuracy and linguistic abilities predict RC mediated by Stroop time. Participants with a shorter Stroop time demonstrated better reading abilities, whereas those with longer Stroop time showed decreased reading performance. Stroop time was also negatively associated with better performance in additional cognitive abilities. A mediation analysis suggested that decoding ability and linguistic ability predict RC through EF. Our findings support the SVR model and the involvement of EF in reading proficiency and might be used for designing EF-based interventions for reading and RC difficulties.
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Affiliation(s)
- Donia Abo-Elhija
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel
| | - Rola Farah
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel
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9
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Cancer A, Vanutelli ME, Lucchiari C, Antonietti A. Using Neurofeedback to Restore Inter-Hemispheric Imbalance: A Study Protocol for Adults With Dyslexia. Front Psychol 2021; 12:768061. [PMID: 34803851 PMCID: PMC8602052 DOI: 10.3389/fpsyg.2021.768061] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 10/15/2021] [Indexed: 11/13/2022] Open
Abstract
Neurofunctional models of developmental dyslexia (DD) point out disruption of the left-lateralized reading network. In individuals with DD, the left temporo-parietal (TP) regions are underactivated during reading tasks and a dysfunctional activation of the contralateral regions is reported. After a successful reading intervention, left TP lateralization was found to be increased in children with DD. Previous studies measured the effect of modulating the excitability of the left TP cortex using non-invasive brain stimulation (NIBS) in individuals with reading difficulties, showing significant reading improvements. NIBS exclusion criteria and safety guidelines may limit its application in settings without medical supervision and in younger populations. Neurofeedback (NF) training could be an alternative intervention method for modulating the inter-hemispheric balance of the temporal–parietal regions in DD. To date, the effect of NF on reading has been scarcely investigated. Few protocols increasing beta activity in underactivated areas showed improved reading outcomes. However, none of the previous studies designed the NF intervention based on a neurofunctional model of DD. We aim to propose a study protocol for testing the efficacy of a NF training specifically designed for inducing a functional hemispheric imbalance of the tempo-parietal regions in adults with DD. A randomized clinical trial aimed at comparing two experimental conditions is described: (a) Enhancing left beta/theta power ratio NF training in combination with reducing right beta/theta power ratio NF training and (b) sham NF training. Clinical Trial Registration:www.ClinicalTrials.gov, identifier [NCT04989088].
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Affiliation(s)
- Alice Cancer
- Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
| | | | - Claudio Lucchiari
- Department of Philosophy, Università degli Studi di Milano Statale, Milan, Italy
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10
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Yan X, Jiang K, Li H, Wang Z, Perkins K, Cao F. Convergent and divergent brain structural and functional abnormalities associated with developmental dyslexia. eLife 2021; 10:e69523. [PMID: 34569931 PMCID: PMC8497057 DOI: 10.7554/elife.69523] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2021] [Accepted: 09/24/2021] [Indexed: 01/18/2023] Open
Abstract
Brain abnormalities in the reading network have been repeatedly reported in individuals with developmental dyslexia (DD); however, it is still not totally understood where the structural and functional abnormalities are consistent/inconsistent across languages. In the current multimodal meta-analysis, we found convergent structural and functional alterations in the left superior temporal gyrus across languages, suggesting a neural signature of DD. We found greater reduction in grey matter volume and brain activation in the left inferior frontal gyrus in morpho-syllabic languages (e.g. Chinese) than in alphabetic languages, and greater reduction in brain activation in the left middle temporal gyrus and fusiform gyrus in alphabetic languages than in morpho-syllabic languages. These language differences are explained as consequences of being DD while learning a specific language. In addition, we also found brain regions that showed increased grey matter volume and brain activation, presumably suggesting compensations and brain regions that showed inconsistent alterations in brain structure and function. Our study provides important insights about the etiology of DD from a cross-linguistic perspective with considerations of consistency/inconsistency between structural and functional alterations.
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Affiliation(s)
- Xiaohui Yan
- Department of Psychology, Sun Yat-Sen UniversityGuangzhouChina
| | - Ke Jiang
- Department of Psychology, Sun Yat-Sen UniversityGuangzhouChina
| | - Hui Li
- Department of Preschool Education, Anyang Preschool Education CollegeAnyangChina
| | - Ziyi Wang
- School of Foreign Language, Jining UniversityJiningChina
| | - Kyle Perkins
- Florida International University (Retired Professor)MiamiUnited States
| | - Fan Cao
- Department of Psychology, Sun Yat-Sen UniversityGuangzhouChina
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11
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Farah R, Ionta S, Horowitz-Kraus T. Neuro-Behavioral Correlates of Executive Dysfunctions in Dyslexia Over Development From Childhood to Adulthood. Front Psychol 2021; 12:708863. [PMID: 34497563 PMCID: PMC8419422 DOI: 10.3389/fpsyg.2021.708863] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 07/08/2021] [Indexed: 01/18/2023] Open
Abstract
Dyslexia is a neurobiological learning disability in the reading domain that has symptoms in early childhood and persists throughout life. Individuals with dyslexia experience difficulties in academia and cognitive and emotional challenges that can affect wellbeing. Early intervention is critical to minimize the long-term difficulties of these individuals. However, the behavioral and neural correlates which predict dyslexia are challenging to depict before reading is acquired. One of the precursors for language and reading acquisition is executive functions (EF). The present review aims to highlight the current atypicality found in individuals with dyslexia in the domain of EF using behavioral measures, brain mapping, functional connectivity, and diffusion tensor imaging along development. Individuals with dyslexia show EF abnormalities in both behavioral and neurobiological domains, starting in early childhood that persist into adulthood. EF impairment precedes reading disability, therefore adding an EF assessment to the neuropsychological testing is recommended for early intervention. EF training should also be considered for the most comprehensive outcomes.
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Affiliation(s)
- Rola Farah
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion, Haifa, Israel
- Reading and Literacy Discovery Center and the Pediatric Neuroimaging Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
| | - Silvio Ionta
- Sensory-Motor Lab (SeMoLa), Department of Ophthalmology, University of Lausanne, Lausanne, Switzerland
- Jules Gonin Eye Hospital-Fondation Asile des Aveugles, Lausanne, Switzerland
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion, Haifa, Israel
- Reading and Literacy Discovery Center and the Pediatric Neuroimaging Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
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12
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Distinct neural substrates of individual differences in components of reading comprehension in adults with or without dyslexia. Neuroimage 2020; 226:117570. [PMID: 33221445 DOI: 10.1016/j.neuroimage.2020.117570] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Revised: 11/11/2020] [Accepted: 11/14/2020] [Indexed: 12/26/2022] Open
Abstract
Reading comprehension is a complex task that depends on multiple cognitive and linguistic processes. According to the updated Simple View of Reading framework, in adults, individual variation in reading comprehension can be largely explained by combined variance in three component abilities: (1) decoding accuracy, (2) fluency, and (3) language comprehension. Here we asked whether the neural correlates of the three components are different in adults with dyslexia as compared to typically-reading adults and whether the relative contribution of these correlates to reading comprehension is similar in the two groups. We employed a novel naturalistic fMRI reading task to identify the neural correlates of individual differences in the three components using whole-brain and literature-driven regions-of-interest approaches. Across all participants, as predicted by the Simple View framework, we found distinct patterns of associations with linguistic and domain-general regions for the three components, and that the left-hemispheric neural correlates of language comprehension in the angular and posterior temporal gyri made the largest contributions to explaining out-of-scanner reading comprehension performance. These patterns differed between the two groups. In typical adult readers, better fluency was associated with greater activation of left occipitotemporal regions, better comprehension with lesser activation in prefrontal and posterior parietal regions, and there were no significant associations with decoding. In adults with dyslexia, better fluency was associated with greater activation of bilateral inferior parietal regions, better comprehension was associated with greater activation in some prefrontal clusters and lower in others, and better decoding skills were associated with lesser activation of bilateral prefrontal and posterior parietal regions. Extending the behavioral findings of skill-level differences in the relative contribution of the three components to reading comprehension, the relative contributions of the neural correlates to reading comprehension differed based on dyslexia status. These findings reveal some of the neural correlates of individual differences in the three components and the underlying mechanisms of reading comprehension deficits in adults with dyslexia.
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13
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D'Mello AM, Centanni TM, Gabrieli JDE, Christodoulou JA. Cerebellar contributions to rapid semantic processing in reading. BRAIN AND LANGUAGE 2020; 208:104828. [PMID: 32688288 PMCID: PMC7501994 DOI: 10.1016/j.bandl.2020.104828] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2019] [Revised: 06/18/2020] [Accepted: 06/23/2020] [Indexed: 06/11/2023]
Affiliation(s)
- Anila M D'Mello
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 43 Vassar Street, 46-4033 Cambridge, MA 02139, USA.
| | - Tracy M Centanni
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 43 Vassar Street, 46-4033 Cambridge, MA 02139, USA; Department of Psychology, Texas Christian University, 2800 South University Drive, Fort Worth, TX 76129, USA.
| | - John D E Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 43 Vassar Street, 46-4033 Cambridge, MA 02139, USA; Harvard Graduate School of Education, 14 Appian Way, Cambridge, MA 02138, USA.
| | - Joanna A Christodoulou
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 43 Vassar Street, 46-4033 Cambridge, MA 02139, USA; MGH Institute of Health Professions, Department of Communication Sciences and Disorders, 36 First Avenue, Boston, MA 02129, USA; Harvard Graduate School of Education, 14 Appian Way, Cambridge, MA 02138, USA.
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14
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Meri R, Farah R, Horowitz-Kraus T. Children with dyslexia utilize both top-down and bottom-up networks equally in contextual and isolated word reading. Neuropsychologia 2020; 147:107574. [PMID: 32780996 DOI: 10.1016/j.neuropsychologia.2020.107574] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2020] [Revised: 07/26/2020] [Accepted: 07/27/2020] [Indexed: 10/23/2022]
Abstract
INTRODUCTION Executive functions (EF) include cognitive processes that support learning and reading. Children with dyslexia experience challenges with both reading and reading comprehension. The neurobiological support for EF deficits during reading comprehension, however, has yet to be defined. Here we aimed to identify the neural networks related to EF during a reading comprehension task focusing on top-down and bottom-up networks in children with dyslexia and typical readers (TR). METHOD Twenty children with dyslexia and 19 TR aged 8-12 were scanned during a sentence comprehension (SC) task that included isolated words and sentences that make sense, in addition to undergoing reading and EF behavioral assessment. Functional connectivity within and between four EF networks related to top-down and bottom-up processing were calculated. RESULTS Children with dyslexia scored significantly lower in reading and EF testing in several subdomains compared to TR. Children with dyslexia displayed decreased accuracy in both task conditions compared to TR during the SC task. Neuroimaging data analysis revealed that TR had greater functional connectivity within and between top-down and bottom-up processes, in the sentence vs. isolated word condition, compared to children with dyslexia. DISCUSSION TR demonstrate a reliance on top-down and bottom-up networks only during sentence comprehension. In children with dyslexia, however, this reliance was not found in either of the task conditions, suggesting that both conditions were equally challenging for them. These findings emphasize the involvement of EF networks in the reading comprehension process and highlight their impaired functionality among children with reading difficulties.
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Affiliation(s)
- Raya Meri
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion - Israel Institute of Technology, Haifa, Israel
| | - Rola Farah
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion - Israel Institute of Technology, Haifa, Israel
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion - Israel Institute of Technology, Haifa, Israel; Faculty of Biomedical Engineering, Technion - Israel Institute of Technology, Haifa, Israel; Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
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15
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Ozeri-Rotstain A, Shachaf I, Farah R, Horowitz-Kraus T. Relationship Between Eye-Movement Patterns, Cognitive Load, and Reading Ability in Children with Reading Difficulties. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2020; 49:491-507. [PMID: 32394136 PMCID: PMC7330889 DOI: 10.1007/s10936-020-09705-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Children with reading difficulties (RD) share challenges in executive functions (EF). Neurobiological correlates provide evidence for EF challenges during reading among these readers, but an online cognitive load detection mechanism has yet to be developed. Nevertheless, eye-movement tracking can provide online data of reading patterns (pupil dilation, fixations) and, indeed, atypical eye-movement patterns of children with RD during reading have been documented. To identify eye-movement patterns related to increased cognitive load during reading in children with RD compared to typical readers, eye movements of 8-12-year-old English-speaking children were recorded during their reading of sentences with increasing difficulty (sentences that make sense, then sentences that do not make sense) and comparing incorrect and correct responses. Children with RD demonstrated greater pupil dilation when reading sentences that make sense than when reading sentences that do not make sense and also when reading incorrectly, compared to typical readers. Increased pupil dilation in children with RD when reading sentences correctly was positively correlated with phonological awareness capabilities. Higher phonological awareness and reading abilities were related to increased pupil dilation only in children with RD during correct reading, which is related to a heavier cognitive load. Results suggest that in addition to traditional findings of altered fixation patterns in children with RD, increased pupil dilation during reading may reflect EF challenges among this population. These findings can potentially be used to adapt online written materials for children with RD based on their fixation and pupil dilation patterns.
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Affiliation(s)
- Aya Ozeri-Rotstain
- Faculty of Biomedical Engineering, Technion - Israel Institute of Technology, Haifa, Israel
| | - Ifaat Shachaf
- Faculty of Biomedical Engineering, Technion - Israel Institute of Technology, Haifa, Israel
| | - Rola Farah
- Faculty of Biomedical Engineering, Technion - Israel Institute of Technology, Haifa, Israel
| | - Tzipi Horowitz-Kraus
- Faculty of Biomedical Engineering, Technion - Israel Institute of Technology, Haifa, Israel.
- Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
- Pediatric Neuroimaging Research Center, MLC 5033, 3333 Burnet Avenue, Cincinnati, OH, 45229-3039, USA.
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16
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Study of functional magnetic resonance imaging (fMRI) in children and adolescents with specific learning disorder (dyslexia). Asian J Psychiatr 2020; 50:101945. [PMID: 32086175 DOI: 10.1016/j.ajp.2020.101945] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/04/2018] [Revised: 11/29/2019] [Accepted: 02/08/2020] [Indexed: 01/29/2023]
Abstract
BACKGROUND Dyslexia is a type of specific learning disability (SLD) which has neurobiological origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. The impaired reading in dyslexia is associated with inability to process the sensory input that enters the nervous system. Functional magnetic resonance imaging (fMRI) has emerged as a potential source in understanding the neurobiology and to identify the brain basis of sensory stimuli processed in dyslexic patients. METHODOLOGY The present study was conducted to assess the difference in neural changes using fMRI in children and adolescents with SLD compared with normal children and also the correlation of clinical parameters with BOLD - fMRI changes. Sixteen children and adolescents diagnosed as dyslexia were assessed with All India Institute of Medical Sciences (AIIMS) SLD Battery, Mini-International Neuropsychiatric Interview for Children and Adolescents (MINI KID) and Aggregated Neurobehavioral Student Health and Educational Review (ANSER) system and compared with 15 controls matched with age and sex. Participants of both groups were asked to perform 3 tasks during the fMRI acquisition (phonological, picture-naming and semantic tasks). RESULT As compared to control group, the participants with dyslexia show phonological decoding problem. During picture task, the participants with dyslexia use more areas of brain involve in recalling the memory events while during semantic tasks processing the occipito-temporal (fusiform) gyrus was less activated when in contrast to control. CONCLUSION This study shows that participants with dyslexia fail to use normal brain regions specialized in language processing, but rather use different areas.
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17
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Abstract
Reading is a complex, multifactorial, and dynamic skill. Most of what we currently know about neural correlates underlying reading comes from studies carried out with adults. However, considering that adults are skilled readers, findings from these studies cannot be generalized to children who are still learning to read. The advancement of neuroimaging techniques allowed researchers to investigate the developmental fingerprints and neurocircuitry involved in reading in children. To highlight the contribution of neuroimaging in understanding reading development, we look at both reading components, namely, word identification and reading comprehension. This chapter covers the three literacy periods-emergent, early, and conventional literacy-to better understand how reading acquisition affects neural networks. Further, we discuss our findings in light of different cognitive reading models. Although it is important to consider both spatial and temporal measurements to provide a holistic account of reading-related brain activity, the current chapter focuses on the functional activation and connectivity of reading-related areas in typically developing children.
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18
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Brain activation patterns associated with paragraph learning in persons with multiple sclerosis: The MEMREHAB trial. Int J Psychophysiol 2019; 154:37-45. [PMID: 31644933 DOI: 10.1016/j.ijpsycho.2019.09.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2018] [Revised: 09/18/2019] [Accepted: 09/19/2019] [Indexed: 10/25/2022]
Abstract
The modified Story Memory Technique (mSMT) is a memory rehabilitation program that combines training in visualization and context formation to improve learning and memory. Previous studies have shown improvement in learning and memory in individuals with multiple sclerosis (MS) after undergoing the mSMT, including changes in brain activity related to working memory and word encoding. The current study examined changes in brain activity in 16 individuals diagnosed with MS (n treatment = 6; n placebo control = 10) when they were presented with to-be-remembered information within a meaningful context (i.e. a paragraph) from before to after mSMT treatment. We expected treatment-related changes in brain activation in the language network (LAN), default mode network (DMN), and executive control network (ECN). Consistent with this prediction, fMRI results revealed reduced brain activation in the LAN, DMN and ECN after completing the mSMT treatment in the context of paragraph learning. While no significant behavioral changes were observed, a marginally significant improvement with a large effect size was noted between baseline and follow-up performance on the Rivermead Behavioral Memory Test in persons who completed treatment. Results are discussed in terms of the impact of imagery training on patterns of cerebral activation when learning words presented within a context.
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19
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Ashburn SM, Flowers DL, Napoliello EM, Eden GF. Cerebellar function in children with and without dyslexia during single word processing. Hum Brain Mapp 2019; 41:120-138. [PMID: 31597004 PMCID: PMC7267899 DOI: 10.1002/hbm.24792] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2019] [Revised: 07/30/2019] [Accepted: 08/26/2019] [Indexed: 01/12/2023] Open
Abstract
The cerebellar deficit hypothesis of dyslexia posits that dysfunction of the cerebellum is the underlying cause for reading difficulties observed in this common learning disability. The present study used functional magnetic resonance imaging (fMRI) and a single word processing task to test for differences in activity and connectivity in children with (n = 23) and without (n = 23) dyslexia. We found cerebellar activity in the control group when word processing was compared to fixation, but not when it was compared to the active baseline task designed to reveal activity specific to reading. In the group with dyslexia there was no cerebellar activity for either contrasts and there were no differences when they were compared to children without dyslexia. Turning to functional connectivity (FC) in the controls, background FC (i.e., not specific to reading) was predominately found between the cerebellum and the occipitaltemporal cortex. In the group with dyslexia, there was background FC between the cerebellum and several cortical regions. When comparing the two groups, they differed in background FC in connections between the seed region right crus I and three left‐hemisphere perisylvian target regions. However, there was no task‐specific FC for word processing in either group and no between‐group differences. Together the results do not support the theory that the cerebellum is affected functionally during reading in children with dyslexia.
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Affiliation(s)
- Sikoya M Ashburn
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia, USA
| | - D Lynn Flowers
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia, USA
| | - Eileen M Napoliello
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia, USA
| | - Guinevere F Eden
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia, USA
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20
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Church JA, Cirino PT, Miciak J, Juranek J, Vaughn S, Fletcher JM. Cognitive, Intervention, and Neuroimaging Perspectives on Executive Function in Children With Reading Disabilities. New Dir Child Adolesc Dev 2019; 2019:25-54. [PMID: 31046202 PMCID: PMC6522302 DOI: 10.1002/cad.20292] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
The role of executive function (EF) in the reading process, and in those with reading difficulties, remains unclear. As members of the Texas Center for Learning Disabilities, we review multiple perspectives regarding EF in reading and then summarize some of our recent studies of struggling and typical readers in grades 3-5. Study 1a found that a bi-factor structure best represented a comprehensive assessment of EF. Study 1b found that cognitive and behavioral measures of EF related independently to math and reading. Study 1c found that EF related to reading, above and beyond other variables, but Study 1d found no evidence that adding an EF training component improved intervention response. Study 1e found that pretest EF abilities did not relate to intervention response. Neuroimaging studies examined EF-related brain activity during both reading and nonlexical EF tasks. In Study 2a, the EF task evoked control activity, but generated no differences between struggling and typical readers. The reading task, however, had group differences in both EF and reading regions. In Study 2b, EF activity during reading at pretest was related to intervention response. Across studies, EF appears involved in the reading process. There is less evidence for general EF predicting or improving intervention outcomes.
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21
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Nugiel T, Roe MA, Taylor WP, Cirino PT, Vaughn SR, Fletcher JM, Juranek J, Church JA. Brain activity in struggling readers before intervention relates to future reading gains. Cortex 2019; 111:286-302. [PMID: 30557815 PMCID: PMC6420828 DOI: 10.1016/j.cortex.2018.11.009] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2018] [Revised: 07/25/2018] [Accepted: 11/07/2018] [Indexed: 12/18/2022]
Abstract
Neural markers for reading-related changes in response to intervention could inform intervention plans by serving as a potential index of the malleability of the reading network in struggling readers. Of particular interest is the role of brain activation outside the reading network, especially in executive control networks important for reading comprehension. However, it is unclear whether any intervention-related executive control changes in the brain are specific to reading tasks or reflect more domain general changes. Brain changes associated with reading gains over time were compared for a sentence comprehension task as well as for a non-lexical executive control task (a behavioral inhibition task) in upper-elementary struggling readers, and in grade-matched non-struggling readers. Functional MRI scans were conducted before and after 16 weeks of reading intervention. Participants were grouped as improvers and non-improvers based on the consistency and size of post-intervention gains across multiple post-test measures. Engagement of the right fusiform during the reading task, both before and after intervention, was related to gains from remediation. Additionally, pre-intervention activation in regions that are part of the default-mode network (precuneus) and the fronto-parietal network (right posterior middle temporal gyrus) separated improvers and non-improvers from non-struggling readers. None of these differences were observed during the non-lexical inhibitory control task, indicating that the brain changes seen related to intervention outcome in struggling readers were specific to the reading process.
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Affiliation(s)
- Tehila Nugiel
- Department of Psychology, The University of Texas at Austin, Austin, TX, USA.
| | - Mary Abbe Roe
- Department of Psychology, The University of Texas at Austin, Austin, TX, USA
| | - W Patrick Taylor
- Department of Psychology, The University of Houston, Houston, TX, USA
| | - Paul T Cirino
- Department of Psychology, The University of Houston, Houston, TX, USA
| | - Sharon R Vaughn
- Meadows Center for Prevention of Educational Risk, The University of Texas at Austin, Austin, TX, USA
| | - Jack M Fletcher
- Department of Psychology, The University of Houston, Houston, TX, USA
| | - Jenifer Juranek
- Department of Pediatrics, The University of Texas Health Science Center at Houston, Houston, TX, USA
| | - Jessica A Church
- Department of Psychology, The University of Texas at Austin, Austin, TX, USA; Biomedical Imaging Center, The University of Texas at Austin, Austin, TX, USA
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22
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Roe MA, Martinez JE, Mumford JA, Taylor WP, Cirino PT, Fletcher JM, Juranek J, Church JA. Control Engagement During Sentence and Inhibition fMRI Tasks in Children With Reading Difficulties. Cereb Cortex 2018; 28:3697-3710. [PMID: 30060152 PMCID: PMC6132278 DOI: 10.1093/cercor/bhy170] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2017] [Revised: 05/31/2018] [Accepted: 07/03/2018] [Indexed: 12/28/2022] Open
Abstract
Recent reading research implicates executive control regions as sites of difference in struggling readers. However, as studies often employ only reading or language tasks, the extent of deviation in control engagement in children with reading difficulties is not known. The current study investigated activation in reading and executive control brain regions during both a sentence comprehension task and a nonlexical inhibitory control task in third-fifth grade children with and without reading difficulties. We employed both categorical (group-based) and individual difference approaches to relate reading ability to brain activity. During sentence comprehension, struggling readers had less activation in the left posterior temporal cortex, previously implicated in language, semantic, and reading research. Greater negative activity (relative to fixation) during sentence comprehension in a left inferior parietal region from the executive control literature correlated with poorer reading ability. Greater comprehension scores were associated with less dorsal anterior cingulate activity during the sentence comprehension task. Unlike the sentence task, there were no significant differences between struggling and nonstruggling readers for the nonlexical inhibitory control task. Thus, differences in executive control engagement were largely specific to reading, rather than a general control deficit across tasks in children with reading difficulties, informing future intervention research.
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Affiliation(s)
- Mary Abbe Roe
- Department of Psychology, The University of Texas at Austin, Austin, TX, USA
| | - Joel E Martinez
- Department of Psychology, Princeton University, Princeton, NJ, USA
| | - Jeanette A Mumford
- Center for Healthy Minds, The University of Wisconsin-Madison, Madison, WI, USA
| | | | - Paul T Cirino
- Department of Psychology, University of Houston, TX, USA
| | | | - Jenifer Juranek
- Department of Pediatrics, The University of Texas Health Science Center at Houston, TX, USA
| | - Jessica A Church
- Department of Psychology, The University of Texas at Austin, Austin, TX, USA
- Imaging Research Center, The University of Texas at Austin, Austin, TX, USA
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23
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Word selectivity in high-level visual cortex and reading skill. Dev Cogn Neurosci 2018; 36:100593. [PMID: 30318344 PMCID: PMC6969272 DOI: 10.1016/j.dcn.2018.09.003] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2018] [Revised: 06/27/2018] [Accepted: 09/18/2018] [Indexed: 01/01/2023] Open
Abstract
Word-selective neural responses in human ventral occipito-temporal cortex (VOTC) emerge as children learn to read, creating a visual word form area (VWFA) in the literate brain. It has been suggested that the VWFA arises through competition between pre-existing selectivity for other stimulus categories, changing the topography of VOTC to support rapid word recognition. Here, we hypothesized that competition between words and objects would be resolved as children acquire reading skill. Using functional magnetic resonance imaging (fMRI), we examined the relationship between responses to words and objects in VOTC in two ways. First, we defined the VWFA using a words > objects contrast and found that only skilled readers had a region that responded more to words than objects. Second, we defined the VWFA using a words > faces contrast and examined selectivity for words over objects in this region. We found that word selectivity strongly correlated with reading skill, suggesting reading skill-dependent tuning for words. Furthermore, we found that low word selectivity in struggling readers was not due to a lack of response to words, but to a high response to objects. Our results suggest that the fine-tuning of word-selective responses in VOTC is a critical component of skilled reading.
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24
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Lou C, Duan X, Altarelli I, Sweeney JA, Ramus F, Zhao J. White matter network connectivity deficits in developmental dyslexia. Hum Brain Mapp 2018; 40:505-516. [PMID: 30251768 DOI: 10.1002/hbm.24390] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2018] [Revised: 08/15/2018] [Accepted: 08/30/2018] [Indexed: 01/18/2023] Open
Abstract
A number of studies have shown an abnormal connectivity of certain white matter pathways in developmental dyslexia, as well as correlations between these white matter pathways and behavioral deficits. However, whether developmental dyslexia presents broader white matter network connectivity disruption is currently unknown. The present study reconstructed white matter networks for 26 dyslexic children (11.61 ± 1.31 years) and 31 age-matched controls (11.49 ± 1.36 years) using constrained spherical deconvolution tractography. Network-based statistics (NBS) analysis was performed to identify network connectivity deficits in dyslexic individuals. Network topological features were measured based on graph theory to examine whether these parameters correlate with literacy skills, and whether they explain additional variance over previously established white matter connectivity abnormalities in dyslexic children. The NBS analysis identified a network connecting the left-occipital-temporal cortex and temporo-parietal cortex that had decreased streamlines in dyslexic children. Four network topological parameters (clustering coefficient, local efficiency, transitivity, and global efficiency) were positively correlated with literacy skills of dyslexic children, and explained a substantial proportion of additional variance in literacy skills beyond connectivity measures of white matter pathways. This study for the first time reports a disconnection in a local subnetwork in the left hemisphere in dyslexia and shows that the global white matter network topological properties contribute to reduced literacy skills in dyslexic children.
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Affiliation(s)
- Chenglin Lou
- School of Psychology, Shaanxi Normal University, and Key Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province, Xi'an, China
| | - Xiting Duan
- School of Psychology, Shaanxi Normal University, and Key Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province, Xi'an, China
| | - Irene Altarelli
- Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Département d'Etudes Cognitives, Ecole Normale Supérieure, PSL Research University, Paris, France.,Faculty Psychology and Science De L'éducation (FPSE), University of Geneva, Geneva, Switzerland
| | - John A Sweeney
- Department of Psychiatry and Behavioral Neuroscience, University of Cincinnati, Cincinnati, Ohio
| | - Franck Ramus
- Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Département d'Etudes Cognitives, Ecole Normale Supérieure, PSL Research University, Paris, France
| | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University, and Key Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province, Xi'an, China
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25
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Cabana JF, Gilbert G, Létourneau-Guillon L, Safi D, Rouleau I, Cossette P, Nguyen DK. Effects of SYN1 Q555X mutation on cortical gray matter microstructure. Hum Brain Mapp 2018; 39:3428-3448. [PMID: 29671924 DOI: 10.1002/hbm.24186] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2017] [Revised: 04/08/2018] [Accepted: 04/09/2018] [Indexed: 01/16/2023] Open
Abstract
A new Q555X mutation on the SYN1 gene was recently found in several members of a family segregating dyslexia, epilepsy, and autism spectrum disorder. To describe the effects of this mutation on cortical gray matter microstructure, we performed a surface-based group study using novel diffusion and quantitative multiparametric imaging on 13 SYN1Q555X mutation carriers and 13 age- and sex-matched controls. Specifically, diffusion kurtosis imaging (DKI) and neurite orientation and dispersion and density imaging (NODDI) were used to analyze multi-shell diffusion data and obtain parametric maps sensitive to tissue structure, while quantitative metrics sensitive to tissue composition (T1, T2* and relative proton density [PD]) were obtained from a multi-echo variable flip angle FLASH acquisition. Results showed significant microstructural alterations in several regions usually involved in oral and written language as well as dyslexia. The most significant changes in these regions were lowered mean diffusivity and increased fractional anisotropy. This study is, to our knowledge, the first to successfully use diffusion imaging and multiparametric mapping to detect cortical anomalies in a group of subjects with a well-defined genotype linked to language impairments, epilepsy and autism spectrum disorder (ASD).
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Affiliation(s)
- Jean-François Cabana
- Centre Hospitalier de l'Université de Montréal (CHUM), Montréal, Québec.,Université de Montréal
| | - Guillaume Gilbert
- Centre Hospitalier de l'Université de Montréal (CHUM), Montréal, Québec.,Université de Montréal.,Philips Healthcare Canada, Markham, Québec
| | - Laurent Létourneau-Guillon
- Centre Hospitalier de l'Université de Montréal (CHUM), Montréal, Québec.,Centre de Recherche du CHUM (CRCHUM), Montréal, Québec
| | - Dima Safi
- Université du Québec à Trois-Rivières (UQTR), Trois-Rivières, Québec.,Groupe de recherche CogNAC (UQTR), Trois-Rivières, Québec
| | - Isabelle Rouleau
- Centre de Recherche du CHUM (CRCHUM), Montréal, Québec.,Université du Québec à Montréal (UQAM), Montréal, Québec
| | - Patrick Cossette
- Centre Hospitalier de l'Université de Montréal (CHUM), Montréal, Québec.,Université de Montréal.,Centre de Recherche du CHUM (CRCHUM), Montréal, Québec
| | - Dang Khoa Nguyen
- Centre Hospitalier de l'Université de Montréal (CHUM), Montréal, Québec.,Université de Montréal.,Centre de Recherche du CHUM (CRCHUM), Montréal, Québec
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26
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Yu X, Raney T, Perdue MV, Zuk J, Ozernov-Palchik O, Becker BLC, Raschle NM, Gaab N. Emergence of the neural network underlying phonological processing from the prereading to the emergent reading stage: A longitudinal study. Hum Brain Mapp 2018; 39:2047-2063. [PMID: 29380469 DOI: 10.1002/hbm.23985] [Citation(s) in RCA: 34] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2016] [Revised: 12/22/2017] [Accepted: 01/17/2018] [Indexed: 01/14/2023] Open
Abstract
Numerous studies have shown that phonological skills are critical for successful reading acquisition. However, how the brain network supporting phonological processing evolves and how it supports the initial course of learning to read is largely unknown. Here, for the first time, we characterized the emergence of the phonological network in 28 children over three stages (prereading, beginning reading, and emergent reading) longitudinally. Across these three time points, decreases in neural activation in the left inferior parietal cortex (LIPC) were observed during an audiovisual phonological processing task, suggesting a specialization process in response to reading instruction/experience. Furthermore, using the LIPC as the seed, a functional network consisting of the left inferior frontal, left posterior occipitotemporal, and right angular gyri was identified. The connection strength in this network co-developed with the growth of phonological skills. Moreover, children with above-average gains in phonological processing showed a significant developmental increase in connection strength in this network longitudinally, while children with below-average gains in phonological processing exhibited the opposite trajectory. Finally, the connection strength between the LIPC and the left posterior occipitotemporal cortex at the prereading level significantly predicted reading performance at the emergent reading stage. Our findings highlight the importance of the early emerging phonological network for reading development, providing direct evidence for the Interactive Specialization Theory and neurodevelopmental models of reading.
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Affiliation(s)
- Xi Yu
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.,Harvard Medical School, Boston, Massachusetts
| | - Talia Raney
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts
| | - Meaghan V Perdue
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts
| | - Jennifer Zuk
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.,Harvard University, Cambridge, Massachusetts
| | - Ola Ozernov-Palchik
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.,Eliot-Pearson Department of Child Study and Human Development, Tufts University, Medford, Massachusetts
| | - Bryce L C Becker
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts
| | - Nora M Raschle
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.,Department of Child and Adolescent Psychiatry, University of Basel, Psychiatric University Hospital, Basel, Switzerland
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.,Harvard Medical School, Boston, Massachusetts.,Harvard Graduate School of Education, Cambridge, Massachusetts
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27
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Collins AA, Lindström ER, Compton DL. Comparing Students With and Without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis. JOURNAL OF LEARNING DISABILITIES 2017; 51:108-123. [PMID: 28406744 DOI: 10.1177/0022219417704636] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Researchers have increasingly investigated sources of variance in reading comprehension test scores, particularly with students with reading difficulties (RD). The purpose of this meta-analysis was to determine if the achievement gap between students with RD and typically developing (TD) students varies as a function of different reading comprehension response formats (e.g., multiple choice, cloze). A systematic literature review identified 82 eligible studies. All studies administered reading comprehension assessments to students with RD and TD students in Grades K-12. Hedge's g standardized mean difference effect sizes were calculated, and random effects robust variance estimation techniques were used to aggregate average weighted effect sizes for each response format. Results indicated that the achievement gap between students with RD and TD students was larger for some response formats (e.g., picture selection ES g = -1.80) than others (e.g., retell ES g = -0.60). Moreover, for multiple-choice, cloze, and open-ended question response formats, single-predictor metaregression models explored potential moderators of heterogeneity in effect sizes. No clear patterns, however, emerged in regard to moderators of heterogeneity in effect sizes across response formats. Findings suggest that the use of different response formats may lead to variability in the achievement gap between students with RD and TD students.
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Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms. Transl Psychiatry 2017; 7:e987. [PMID: 28045463 PMCID: PMC5545717 DOI: 10.1038/tp.2016.240] [Citation(s) in RCA: 58] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/13/2016] [Accepted: 10/15/2016] [Indexed: 01/18/2023] Open
Abstract
Developmental dyslexia (DD) is a complex neurodevelopmental deficit characterized by impaired reading acquisition, in spite of adequate neurological and sensorial conditions, educational opportunities and normal intelligence. Despite the successful characterization of DD-susceptibility genes, we are far from understanding the molecular etiological pathways underlying the development of reading (dis)ability. By focusing mainly on clinical phenotypes, the molecular genetics approach has yielded mixed results. More optimally reduced measures of functioning, that is, intermediate phenotypes (IPs), represent a target for researching disease-associated genetic variants and for elucidating the underlying mechanisms. Imaging data provide a viable IP for complex neurobehavioral disorders and have been extensively used to investigate both morphological, structural and functional brain abnormalities in DD. Performing joint genetic and neuroimaging studies in humans is an emerging strategy to link DD-candidate genes to the brain structure and function. A limited number of studies has already pursued the imaging-genetics integration in DD. However, the results are still not sufficient to unravel the complexity of the reading circuit due to heterogeneous study design and data processing. Here, we propose an interdisciplinary, multilevel, imaging-genetic approach to disentangle the pathways from genes to behavior. As the presence of putative functional genetic variants has been provided and as genetic associations with specific cognitive/sensorial mechanisms have been reported, new hypothesis-driven imaging-genetic studies must gain momentum. This approach would lead to the optimization of diagnostic criteria and to the early identification of 'biologically at-risk' children, supporting the definition of adequate and well-timed prevention strategies and the implementation of novel, specific remediation approach.
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Reading changes in children and adolescents with dyslexia after transcranial direct current stimulation. Neuroreport 2016; 27:295-300. [PMID: 26848997 DOI: 10.1097/wnr.0000000000000536] [Citation(s) in RCA: 41] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Noninvasive brain stimulation offers the possibility to induce changes in cortical excitability and it is an interesting option as a remediation tool for the treatment of developmental disorders. This study aimed to investigate the effect of transcranial direct current stimulation (tDCS) on reading and reading-related skills of children and adolescents with dyslexia. Nineteen children and adolescents with dyslexia performed different reading and reading-related tasks (word, nonword, and text reading; lexical decision; phonemic blending; verbal working memory; rapid automatized naming) in a baseline condition without tDCS and after 20 min of exposure to three different tDCS conditions: left anodal/right cathodal tDCS to enhance left lateralization of the parietotemporal region, right anodal/left cathodal tDCS to enhance right lateralization of the parietotemporal region, and sham tDCS. In text reading, results showed a significant reduction in errors after left anodal/right cathodal tDCS and an increase in errors after left cathodal/right anodal tDCS. No effect was found in the other reading and reading-related tasks. Our findings indicate for the first time that one session of tDCS modulates some aspects of reading performance of children and adolescents with dyslexia and that the effect is polarity dependent. These single-session results support a potential role of tDCS for developing treatment protocols and suggest possible parameters for tDCS treatment customization in children and adolescents with dyslexia.
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Vágvölgyi R, Coldea A, Dresler T, Schrader J, Nuerk HC. A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects. Front Psychol 2016; 7:1617. [PMID: 27891100 PMCID: PMC5102880 DOI: 10.3389/fpsyg.2016.01617] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2016] [Accepted: 10/03/2016] [Indexed: 01/08/2023] Open
Abstract
Formally, availability of education for children has increased around the world over the last decades. However, despite having a successful formal education career, adults can become functional illiterates. Functional illiteracy means that a person cannot use reading, writing, and calculation skills for his/her own and the community's development. Functional illiteracy has considerable negative effects not only on personal development, but also in economic and social terms. Although functional illiteracy has been highly publicized in mass media in the recent years, there is limited scientific knowledge about the people termed functional illiterates; definition, assessment, and differential diagnoses with respect to related numerical and linguistic impairments are rarely studied and controversial. The first goal of our review is to give a comprehensive overview of the research on functional illiteracy by describing gaps in knowledge within the field and to outline and address the basic questions concerning who can be considered as functional illiterates: (1) Do they possess basic skills? (2) In which abilities do they have the largest deficits? (3) Are numerical and linguistic deficits related? (4) What is the fundamental reason for their difficulties? (5) Are there main differences between functional illiterates, illiterates, and dyslexics? We will see that despite partial evidence, there is still much research needed to answer these questions. Secondly, we emphasize the timeliness for a new and more precise definition that results in uniform sampling, better diagnosis, conclusion, and intervention. We propose the following working definition as the result of the review: functional illiteracy is the incapability to understand complex texts despite adequate schooling, age, language skills, elementary reading skills, and IQ. These inabilities must also not be fully explained by sensory, domain-general cognitive, neurological or mental disorders. In sum, we suggest that functional illiteracy must be more thoroughly understood and assessed from a theoretical, empirical, and diagnostic perspective.
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Affiliation(s)
- Réka Vágvölgyi
- LEAD Graduate School & Research Network, University of TuebingenTuebingen, Germany
| | - Andra Coldea
- School of Psychology, University of GlasgowGlasgow, Scotland
| | - Thomas Dresler
- LEAD Graduate School & Research Network, University of TuebingenTuebingen, Germany
- Department of Psychiatry and Psychotherapy, University of TuebingenTuebingen, Germany
| | - Josef Schrader
- LEAD Graduate School & Research Network, University of TuebingenTuebingen, Germany
- German Institute for Adult Education – Leibniz Centre for Lifelong LearningBonn, Germany
| | - Hans-Christoph Nuerk
- LEAD Graduate School & Research Network, University of TuebingenTuebingen, Germany
- Department of Psychology, University of TuebingenTuebingen, Germany
- Knowledge Media Research Center – Leibniz Institut für WissensmedienTuebingen, Germany
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Aboud KS, Bailey SK, Petrill SA, Cutting LE. Comprehending text versus reading words in young readers with varying reading ability: distinct patterns of functional connectivity from common processing hubs. Dev Sci 2016; 19:632-56. [PMID: 27147257 PMCID: PMC4945471 DOI: 10.1111/desc.12422] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2015] [Accepted: 01/18/2016] [Indexed: 12/01/2022]
Abstract
Skilled reading depends on recognizing words efficiently in isolation (word-level processing; WL) and extracting meaning from text (discourse-level processing; DL); deficiencies in either result in poor reading. FMRI has revealed consistent overlapping networks in word and passage reading, as well as unique regions for DL processing; however, less is known about how WL and DL processes interact. Here we examined functional connectivity from seed regions derived from where BOLD signal overlapped during word and passage reading in 38 adolescents ranging in reading ability, hypothesizing that even though certain regions support word- and higher-level language, connectivity patterns from overlapping regions would be task modulated. Results indeed revealed that the left-lateralized semantic and working memory (WM) seed regions showed task-dependent functional connectivity patterns: during DL processes, semantic and WM nodes all correlated with the left angular gyrus, a region implicated in semantic memory/coherence building. In contrast, during WL, these nodes coordinated with a traditional WL area (left occipitotemporal region). In addition, these WL and DL findings were modulated by decoding and comprehension abilities, respectively, with poorer abilities correlating with decreased connectivity. Findings indicate that key regions may uniquely contribute to multiple levels of reading; we speculate that these connectivity patterns may be especially salient for reading outcomes and intervention response.
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Affiliation(s)
| | - Stephen K. Bailey
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
| | | | - Laurie E. Cutting
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
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Ozernov-Palchik O, Yu X, Wang Y, Gaab N. Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice. Curr Opin Behav Sci 2016; 10:45-58. [PMID: 27766284 DOI: 10.1016/j.cobeha.2016.05.006] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Dyslexia is a heritable reading disorder with an estimated prevalence of 5-17%. A multiple deficit model has been proposed that illustrates dyslexia as an outcome of multiple risks and protective factors interacting at the genetic, neural, cognitive, and environmental levels. Here we review the evidence on each of these levels and discuss possible underlying mechanisms and their reciprocal interactions along a developmental timeline. Current and potential implications of neuroscientific findings for contemporary challenges in the field of dyslexia, as well as for reading development and education in general, are then discussed.
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Affiliation(s)
- Ola Ozernov-Palchik
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Center for Reading and Language Research, Tufts University, Medford, MA 02155, United States
| | - Xi Yu
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Yingying Wang
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States; Harvard Graduate School of Education, Cambridge, MA 02138, United States
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Martin A, Kronbichler M, Richlan F. Dyslexic brain activation abnormalities in deep and shallow orthographies: A meta-analysis of 28 functional neuroimaging studies. Hum Brain Mapp 2016; 37:2676-99. [PMID: 27061464 PMCID: PMC5103175 DOI: 10.1002/hbm.23202] [Citation(s) in RCA: 73] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2015] [Revised: 02/19/2016] [Accepted: 03/21/2016] [Indexed: 01/14/2023] Open
Abstract
We used coordinate‐based meta‐analysis to objectively quantify commonalities and differences of dyslexic functional brain abnormalities between alphabetic languages differing in orthographic depth. Specifically, we compared foci of under‐ and overactivation in dyslexic readers relative to nonimpaired readers reported in 14 studies in deep orthographies (DO: English) and in 14 studies in shallow orthographies (SO: Dutch, German, Italian, Swedish). The separate meta‐analyses of the two sets of studies showed universal reading‐related dyslexic underactivation in the left occipitotemporal cortex (including the visual word form area (VWFA)). The direct statistical comparison revealed higher convergence of underactivation for DO compared with SO in bilateral inferior parietal regions, but this abnormality disappeared when foci resulting from stronger dyslexic task‐negative activation (i.e., deactivation relative to baseline) were excluded. Higher convergence of underactivation for DO compared with SO was further identified in the left inferior frontal gyrus (IFG) pars triangularis, left precuneus, and right superior temporal gyrus, together with higher convergence of overactivation in the left anterior insula. Higher convergence of underactivation for SO compared with DO was found in the left fusiform gyrus, left temporoparietal cortex, left IFG pars orbitalis, and left frontal operculum, together with higher convergence of overactivation in the left precentral gyrus. Taken together, the findings support the notion of a biological unity of dyslexia, with additional orthography‐specific abnormalities and presumably different compensatory mechanisms. The results are discussed in relation to current functional neuroanatomical models of developmental dyslexia. Hum Brain Mapp 37:2676–2699, 2016. © 2016 The Authors Human Brain Mapping Published by Wiley Periodicals, Inc.
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Affiliation(s)
- Anna Martin
- Centre for Cognitive Neuroscience, University of Salzburg, Hellbrunnerstr. 34, Salzburg, 5020, Austria.,Department of Psychology, University of Salzburg, Hellbrunnerstr. 34, Salzburg, 5020, Austria.,Neuroscience Institute, Christian Doppler Clinic, Paracelsus Medical University, Ignaz-Harrer-Str. 79, Salzburg, 5020, Austria
| | - Martin Kronbichler
- Centre for Cognitive Neuroscience, University of Salzburg, Hellbrunnerstr. 34, Salzburg, 5020, Austria.,Department of Psychology, University of Salzburg, Hellbrunnerstr. 34, Salzburg, 5020, Austria.,Neuroscience Institute, Christian Doppler Clinic, Paracelsus Medical University, Ignaz-Harrer-Str. 79, Salzburg, 5020, Austria
| | - Fabio Richlan
- Centre for Cognitive Neuroscience, University of Salzburg, Hellbrunnerstr. 34, Salzburg, 5020, Austria.,Department of Psychology, University of Salzburg, Hellbrunnerstr. 34, Salzburg, 5020, Austria
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Right is not always wrong: DTI and fMRI evidence for the reliance of reading comprehension on language-comprehension networks in the right hemisphere. Brain Imaging Behav 2016; 9:19-31. [PMID: 25515348 DOI: 10.1007/s11682-014-9341-9] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
The Simple View theory suggests that reading comprehension relies on automatic recognition of words combined with language comprehension. The goal of the current study was to examine the structural and functional connectivity in networks supporting reading comprehension and their relationship with language comprehension within 7-9 year old children using Diffusion Tensor Imaging (DTI) and fMRI during a Sentence Picture Matching task. Fractional Anisotropy (FA) values in the left and right Inferior Longitudinal Fasciculus (ILF) and Superior Longitudinal Fasciculus (SLF), known language-related tracts, were correlated from DTI data with scores from the Woodcock-Johnson III (WJ-III) Passage Comprehension sub-test. Brodmann areas most proximal to white-matter regions with significant correlation to Passage Comprehension scores were chosen as Regions-of-Interest (ROIs) and used as seeds in a functional connectivity analysis using the Sentence Picture Matching task. The correlation between percentile scores for the WJ-III Passage Comprehension subtest and the FA values in the right and left ILF and SLF indicated positive correlation in language-related ROIs, with greater distribution in the right hemisphere, which in turn showed strong connectivity in the fMRI data from the Sentence Picture Matching task. These results support the participation of the right hemisphere in reading comprehension and may provide physiologic support for a distinction between different types of reading comprehension deficits vs difficulties in technical reading.
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Ozernov-Palchik O, Gaab N. Tackling the 'dyslexia paradox': reading brain and behavior for early markers of developmental dyslexia. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2016; 7:156-76. [PMID: 26836227 DOI: 10.1002/wcs.1383] [Citation(s) in RCA: 70] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2015] [Revised: 10/15/2015] [Accepted: 12/23/2015] [Indexed: 01/18/2023]
Abstract
Developmental dyslexia is an unexplained inability to acquire accurate or fluent reading that affects approximately 5-17% of children. Dyslexia is associated with structural and functional alterations in various brain regions that support reading. Neuroimaging studies in infants and pre-reading children suggest that these alterations predate reading instruction and reading failure, supporting the hypothesis that variant function in dyslexia susceptibility genes lead to atypical neural migration and/or axonal growth during early, most likely in utero, brain development. Yet, dyslexia is typically not diagnosed until a child has failed to learn to read as expected (usually in second grade or later). There is emerging evidence that neuroimaging measures, when combined with key behavioral measures, can enhance the accuracy of identification of dyslexia risk in pre-reading children but its sensitivity, specificity, and cost-efficiency is still unclear. Early identification of dyslexia risk carries important implications for dyslexia remediation and the amelioration of the psychosocial consequences commonly associated with reading failure.
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Affiliation(s)
- Ola Ozernov-Palchik
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA.,Eliot-Pearson Department of Child Study and Human Development, Tufts University, Medford, MA, USA
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA.,Harvard Graduate School of Education, Cambridge, MA, USA
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36
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Horowitz-Kraus T, Hutton JS. From emergent literacy to reading: how learning to read changes a child's brain. Acta Paediatr 2015; 104:648-56. [PMID: 25847632 DOI: 10.1111/apa.13018] [Citation(s) in RCA: 42] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/29/2014] [Revised: 02/18/2015] [Accepted: 03/31/2015] [Indexed: 11/29/2022]
Abstract
UNLABELLED The ability to comprehend language is uniquely human. Behavioural and neuroimaging data reinforce the importance of intact oral language as foundational for the establishment of proficient reading. However, proficient reading is achieved not only via intact biological systems, but also a stimulating Home Literacy Environment. CONCLUSION Behavioural and neuroimaging correlates for linguistic ability and literacy exposure support the engagement of neural circuits related to reading acquisition.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Division of General and Community Pediatrics; Reading and Literacy Discovery Center; Cincinnati OH USA
- Pediatric Neuroimaging Research Consortium; Cincinnati OH USA
- Communication Sciences Research Center; Cincinnati Children's Hospital Medical Center; Cincinnati OH USA
| | - John S. Hutton
- Division of General and Community Pediatrics; Reading and Literacy Discovery Center; Cincinnati OH USA
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Martin A, Schurz M, Kronbichler M, Richlan F. Reading in the brain of children and adults: a meta-analysis of 40 functional magnetic resonance imaging studies. Hum Brain Mapp 2015; 36:1963-81. [PMID: 25628041 PMCID: PMC4950303 DOI: 10.1002/hbm.22749] [Citation(s) in RCA: 183] [Impact Index Per Article: 20.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2014] [Accepted: 01/13/2015] [Indexed: 12/31/2022] Open
Abstract
We used quantitative, coordinate-based meta-analysis to objectively synthesize age-related commonalities and differences in brain activation patterns reported in 40 functional magnetic resonance imaging (fMRI) studies of reading in children and adults. Twenty fMRI studies with adults (age means: 23-34 years) were matched to 20 studies with children (age means: 7-12 years). The separate meta-analyses of these two sets showed a pattern of reading-related brain activation common to children and adults in left ventral occipito-temporal (OT), inferior frontal, and posterior parietal regions. The direct statistical comparison between the two meta-analytic maps of children and adults revealed higher convergence in studies with children in left superior temporal and bilateral supplementary motor regions. In contrast, higher convergence in studies with adults was identified in bilateral posterior OT/cerebellar and left dorsal precentral regions. The results are discussed in relation to current neuroanatomical models of reading and tentative functional interpretations of reading-related activation clusters in children and adults are provided.
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Affiliation(s)
- Anna Martin
- Centre for Cognitive Neuroscience, University of Salzburg, Hellbrunnerstr. 34, 5020, Salzburg, Austria; Neuroscience Institute, Christian Doppler Clinic, Paracelsus Medical University, Ignaz-Harrer-Str. 79, 5020, Salzburg, Austria
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Soden B, Christopher ME, Hulslander J, Olson RK, Cutting L, Keenan JM, Thompson LA, Wadsworth SJ, Willcutt EG, Petrill SA. Longitudinal stability in reading comprehension is largely heritable from grades 1 to 6. PLoS One 2015; 10:e0113807. [PMID: 25602760 PMCID: PMC4300224 DOI: 10.1371/journal.pone.0113807] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2014] [Accepted: 10/30/2014] [Indexed: 12/02/2022] Open
Abstract
Reading comprehension is a foundational academic skill and significant attention has focused on reading development. This report is the first to examine the stability and change in genetic and environmental influences on reading comprehension across Grades 1 to 6. This developmental range is particularly important because it encompasses the timespan in which most children move from learning how to read to using reading for learning. Longitudinal simplex models were fitted separately for two independent twin samples (N = 706; N = 976). Results suggested that the shared environment contributed to variance in early but not later reading. Instead, stability in reading development was largely mediated by continuous genetic influences. Thus, although reading is clearly a learned skill and the environment remains important for reading development, individual differences in reading comprehension appear to be also influenced by a core of genetic stability that persists through the developmental course of reading.
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Affiliation(s)
- Brooke Soden
- Department of Psychology, The Ohio State University, Columbus, Ohio, United States of America
- * E-mail:
| | - Micaela E. Christopher
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, Colorado, United States of America
- Institute for Behavioral Genetics, University of Colorado Boulder, Boulder, Colorado, United States of America
| | - Jacqueline Hulslander
- Institute for Behavioral Genetics, University of Colorado Boulder, Boulder, Colorado, United States of America
| | - Richard K. Olson
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, Colorado, United States of America
- Institute for Behavioral Genetics, University of Colorado Boulder, Boulder, Colorado, United States of America
| | - Laurie Cutting
- Department of Special Education, Psychology, Radiology, and Pediatrics, Vanderbilt University, Nashville, Tennessee, United States of America
| | - Janice M. Keenan
- Department of Psychology, University of Denver, Denver, Colorado, United States of America
| | - Lee A. Thompson
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, Ohio, United States of America
| | - Sally J. Wadsworth
- Institute for Behavioral Genetics, University of Colorado Boulder, Boulder, Colorado, United States of America
| | - Erik G. Willcutt
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, Colorado, United States of America
- Institute for Behavioral Genetics, University of Colorado Boulder, Boulder, Colorado, United States of America
| | - Stephen A. Petrill
- Department of Psychology, The Ohio State University, Columbus, Ohio, United States of America
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Morken F, Helland T, Hugdahl K, Specht K. Children with dyslexia show cortical hyperactivation in response to increasing literacy processing demands. Front Psychol 2014; 5:1491. [PMID: 25566160 PMCID: PMC4273608 DOI: 10.3389/fpsyg.2014.01491] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2014] [Accepted: 12/03/2014] [Indexed: 11/13/2022] Open
Abstract
This fMRI study aimed to examine how differences in literacy processing demands may affect cortical activation patterns in 11- to 12-year-old children with dyslexia as compared to children with typical reading skills. Eleven children with and 18 without dyslexia were assessed using a reading paradigm based on different stages of literacy development. In the analyses, six regions showed an interaction effect between group and condition in a factorial ANOVA. These regions were selected as regions of interest (ROI) for further analyses. Overall, the dyslexia group showed cortical hyperactivation compared to the typical group. The difference between the groups tended to increase with increasing processing demands. Differences in cortical activation were not reflected in in-scanner reading performance. The six regions further grouped into three patterns, which are discussed in terms of processing demands, compensatory mechanisms, orthography and contextual facilitation. We conclude that the observed hyperactivation is chiefly a result of compensatory activity, modulated by other factors.
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Affiliation(s)
- Frøydis Morken
- Department of Biological and Medical Psychology, University of Bergen Bergen, Norway
| | - Turid Helland
- Department of Biological and Medical Psychology, University of Bergen Bergen, Norway ; Department of Teacher Training and Pedagogy, UiT The Arctic University of Norway Tromsø, Norway
| | - Kenneth Hugdahl
- Department of Biological and Medical Psychology, University of Bergen Bergen, Norway ; Division of Psychiatry, Haukeland University Hospital Bergen, Norway ; Department of Radiology, Haukeland University Hospital Bergen, Norway ; Department of Biomedicine, KG Jebsen Center for Neuropsychiatric Disorders, University of Bergen Bergen, Norway
| | - Karsten Specht
- Department of Biological and Medical Psychology, University of Bergen Bergen, Norway ; Department of Clinical Engineering, Haukeland University Hospital Bergen, Norway
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Paulesu E, Danelli L, Berlingeri M. Reading the dyslexic brain: multiple dysfunctional routes revealed by a new meta-analysis of PET and fMRI activation studies. Front Hum Neurosci 2014; 8:830. [PMID: 25426043 PMCID: PMC4227573 DOI: 10.3389/fnhum.2014.00830] [Citation(s) in RCA: 106] [Impact Index Per Article: 10.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2014] [Accepted: 09/29/2014] [Indexed: 02/01/2023] Open
Abstract
Developmental dyslexia has been the focus of much functional anatomical research. The main trust of this work is that typical developmental dyslexics have a dysfunction of the phonological and orthography to phonology conversion systems, in which the left occipito-temporal cortex has a crucial role. It remains to be seen whether there is a systematic co-occurrence of dysfunctional patterns of different functional systems perhaps converging on the same brain regions associated with the reading deficit. Such evidence would be relevant for theories like, for example, the magnocellular/attentional or the motor/cerebellar ones, which postulate a more basic and anatomically distributed disorder in dyslexia. We addressed this issue with a meta-analysis of all the imaging literature published until September 2013 using a combination of hierarchical clustering and activation likelihood estimation methods. The clustering analysis on 2360 peaks identified 193 clusters, 92 of which proved spatially significant. Following binomial tests on the clusters, we found left hemispheric network specific for normal controls (i.e., of reduced involvement in dyslexics) including the left inferior frontal, premotor, supramarginal cortices and the left infero-temporal and fusiform regions: these were preferentially associated with reading and the visual-to-phonology processes. There was also a more dorsal left fronto-parietal network: these clusters included peaks from tasks involving phonological manipulation, but also motoric or visuo-spatial perception/attention. No cluster was identified in area V5 for no task, nor cerebellar clusters showed a reduced association with dyslexics. We conclude that the examined literature demonstrates a specific lack of activation of the left occipito-temporal cortex in dyslexia particularly for reading and reading-like behaviors and for visuo-phonological tasks. Additional deficits of motor and attentional systems relevant for reading may be associated with altered functionality of dorsal left fronto-parietal cortex.
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Affiliation(s)
- Eraldo Paulesu
- Department of Psychology, University of Milano-Bicocca Milan, Italy ; NEUROMI- Milan Center for Neuroscience, University of Milano-Bicocca Milan, Italy ; fMRI - Unit, Istituto di Ricovero e Cura a Carattere Scientifico Galeazzi Milan, Italy
| | - Laura Danelli
- Department of Psychology, University of Milano-Bicocca Milan, Italy ; NEUROMI- Milan Center for Neuroscience, University of Milano-Bicocca Milan, Italy
| | - Manuela Berlingeri
- Department of Psychology, University of Milano-Bicocca Milan, Italy ; NEUROMI- Milan Center for Neuroscience, University of Milano-Bicocca Milan, Italy
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Wallace MT, Stevenson RA. The construct of the multisensory temporal binding window and its dysregulation in developmental disabilities. Neuropsychologia 2014; 64:105-23. [PMID: 25128432 PMCID: PMC4326640 DOI: 10.1016/j.neuropsychologia.2014.08.005] [Citation(s) in RCA: 195] [Impact Index Per Article: 19.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2014] [Revised: 08/04/2014] [Accepted: 08/05/2014] [Indexed: 01/18/2023]
Abstract
Behavior, perception and cognition are strongly shaped by the synthesis of information across the different sensory modalities. Such multisensory integration often results in performance and perceptual benefits that reflect the additional information conferred by having cues from multiple senses providing redundant or complementary information. The spatial and temporal relationships of these cues provide powerful statistical information about how these cues should be integrated or "bound" in order to create a unified perceptual representation. Much recent work has examined the temporal factors that are integral in multisensory processing, with many focused on the construct of the multisensory temporal binding window - the epoch of time within which stimuli from different modalities is likely to be integrated and perceptually bound. Emerging evidence suggests that this temporal window is altered in a series of neurodevelopmental disorders, including autism, dyslexia and schizophrenia. In addition to their role in sensory processing, these deficits in multisensory temporal function may play an important role in the perceptual and cognitive weaknesses that characterize these clinical disorders. Within this context, focus on improving the acuity of multisensory temporal function may have important implications for the amelioration of the "higher-order" deficits that serve as the defining features of these disorders.
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Affiliation(s)
- Mark T Wallace
- Vanderbilt Brain Institute, Vanderbilt University, 465 21st Avenue South, Nashville, TN 37232, USA; Department of Hearing & Speech Sciences, Vanderbilt University, Nashville, TN, USA; Department of Psychology, Vanderbilt University, Nashville, TN, USA; Department of Psychiatry, Vanderbilt University, Nashville, TN, USA.
| | - Ryan A Stevenson
- Department of Psychology, University of Toronto, Toronto, ON, Canada
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Christodoulou JA, Del Tufo SN, Lymberis J, Saxler PK, Ghosh SS, Triantafyllou C, Whitfield-Gabrieli S, Gabrieli JDE. Brain bases of reading fluency in typical reading and impaired fluency in dyslexia. PLoS One 2014; 9:e100552. [PMID: 25058010 PMCID: PMC4109933 DOI: 10.1371/journal.pone.0100552] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2013] [Accepted: 05/28/2014] [Indexed: 11/19/2022] Open
Abstract
Although the neural systems supporting single word reading are well studied, there are limited direct comparisons between typical and dyslexic readers of the neural correlates of reading fluency. Reading fluency deficits are a persistent behavioral marker of dyslexia into adulthood. The current study identified the neural correlates of fluent reading in typical and dyslexic adult readers, using sentences presented in a word-by-word format in which single words were presented sequentially at fixed rates. Sentences were presented at slow, medium, and fast rates, and participants were asked to decide whether each sentence did or did not make sense semantically. As presentation rates increased, participants became less accurate and slower at making judgments, with comprehension accuracy decreasing disproportionately for dyslexic readers. In-scanner performance on the sentence task correlated significantly with standardized clinical measures of both reading fluency and phonological awareness. Both typical readers and readers with dyslexia exhibited widespread, bilateral increases in activation that corresponded to increases in presentation rate. Typical readers exhibited significantly larger gains in activation as a function of faster presentation rates than readers with dyslexia in several areas, including left prefrontal and left superior temporal regions associated with semantic retrieval and semantic and phonological representations. Group differences were more extensive when behavioral differences between conditions were equated across groups. These findings suggest a brain basis for impaired reading fluency in dyslexia, specifically a failure of brain regions involved in semantic retrieval and semantic and phonological representations to become fully engaged for comprehension at rapid reading rates.
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Affiliation(s)
- Joanna A. Christodoulou
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America
- MGH Institute of Health Professions, Boston, Massachusetts, United States of America
- Harvard Graduate School of Education, Cambridge, Massachusetts, United States of America
- * E-mail:
| | - Stephanie N. Del Tufo
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America
| | - John Lymberis
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America
| | - Patricia K. Saxler
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America
- Harvard Graduate School of Education, Cambridge, Massachusetts, United States of America
| | - Satrajit S. Ghosh
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America
| | - Christina Triantafyllou
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America
- Athinoula A. Martinos Imaging Center, McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America
| | - Susan Whitfield-Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America
- Athinoula A. Martinos Imaging Center, McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America
| | - John D. E. Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America
- Harvard Graduate School of Education, Cambridge, Massachusetts, United States of America
- Athinoula A. Martinos Imaging Center, McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America
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Horowitz-Kraus T, Wang Y, Plante E, Holland SK. Involvement of the right hemisphere in reading comprehension: a DTI study. Brain Res 2014; 1582:34-44. [PMID: 24909792 DOI: 10.1016/j.brainres.2014.05.034] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2013] [Revised: 05/17/2014] [Accepted: 05/22/2014] [Indexed: 01/18/2023]
Abstract
The Simple View of reading emphasizes the critical role of two factors in normal reading skills: word recognition and reading comprehension. The current study aims to identify the anatomical support for aspects of reading performance that fall within these two components. Fractional anisotropy (FA) values were obtained from diffusion tensor images in twenty-one typical adolescents and young adults using the tract based spatial statistics (TBSS) method. We focused on the arcuate fasciculus (AF) and inferior longitudinal fasciculus (ILF) as fiber tracts that connect regions already implicated in the distributed cortical network for reading. Our results demonstrate dissociation between word-level and narrative-level reading skills: the FA values for both left and right ILF were correlated with measures of word reading, while only the left ILF correlated with reading comprehension scores. FA in the AF, however, correlated only with reading comprehension scores, bilaterally. Correlations with the right AF were particularly robust, emphasizing the contribution of the right hemisphere, especially the frontal lobe, to reading comprehension performance on the particular passage comprehension test used in this study. The anatomical dissociation between these reading skills is supported by the Simple View theory and may shed light on why these two skills dissociate in those with reading disorders.
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Affiliation(s)
| | - Yingying Wang
- Pediatric Neuroimaging Research Consortium, Cincinnati, OH, USA; Department of Biomedical Engineering, University of Cincinnati, Cincinnati, OH, USA
| | - Elena Plante
- Department of Speech, Language, & Hearing Sciences, The University of Arizona, Tucson, AZ, USA
| | - Scott K Holland
- Pediatric Neuroimaging Research Consortium, Cincinnati, OH, USA; Department of Biomedical Engineering, University of Cincinnati, Cincinnati, OH, USA; Department of Radiology, Cincinnati Children׳s Hospital, Cincinnati, OH, United States
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Barquero LA, Davis N, Cutting LE. Neuroimaging of reading intervention: a systematic review and activation likelihood estimate meta-analysis. PLoS One 2014; 9:e83668. [PMID: 24427278 PMCID: PMC3888398 DOI: 10.1371/journal.pone.0083668] [Citation(s) in RCA: 69] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2013] [Accepted: 11/06/2013] [Indexed: 01/02/2023] Open
Abstract
A growing number of studies examine instructional training and brain activity. The purpose of this paper is to review the literature regarding neuroimaging of reading intervention, with a particular focus on reading difficulties (RD). To locate relevant studies, searches of peer-reviewed literature were conducted using electronic databases to search for studies from the imaging modalities of fMRI and MEG (including MSI) that explored reading intervention. Of the 96 identified studies, 22 met the inclusion criteria for descriptive analysis. A subset of these (8 fMRI experiments with post-intervention data) was subjected to activation likelihood estimate (ALE) meta-analysis to investigate differences in functional activation following reading intervention. Findings from the literature review suggest differences in functional activation of numerous brain regions associated with reading intervention, including bilateral inferior frontal, superior temporal, middle temporal, middle frontal, superior frontal, and postcentral gyri, as well as bilateral occipital cortex, inferior parietal lobules, thalami, and insulae. Findings from the meta-analysis indicate change in functional activation following reading intervention in the left thalamus, right insula/inferior frontal, left inferior frontal, right posterior cingulate, and left middle occipital gyri. Though these findings should be interpreted with caution due to the small number of studies and the disparate methodologies used, this paper is an effort to synthesize across studies and to guide future exploration of neuroimaging and reading intervention.
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Affiliation(s)
- Laura A. Barquero
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee, United States of America
| | - Nicole Davis
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee, United States of America
- Vanderbilt Kennedy Center, Vanderbilt University, Nashville, Tennessee, United States of America
- Department of Radiology and Radiological Sciences, Vanderbilt University School of Medicine, Nashville, Tennessee, United States of America
- Vanderbilt University Institute of Imaging Science, Nashville, Tennessee, United States of America
| | - Laurie E. Cutting
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee, United States of America
- Vanderbilt Kennedy Center, Vanderbilt University, Nashville, Tennessee, United States of America
- Department of Radiology and Radiological Sciences, Vanderbilt University School of Medicine, Nashville, Tennessee, United States of America
- Vanderbilt University Institute of Imaging Science, Nashville, Tennessee, United States of America
- Department of Pediatrics, Vanderbilt University School of Medicine, Nashville, Tennessee, United States of America
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Horowitz-Kraus T, Vannest JJ, Kadis D, Cicchino N, Wang YY, Holland SK. Reading acceleration training changes brain circuitry in children with reading difficulties. Brain Behav 2014; 4:886-902. [PMID: 25365797 PMCID: PMC4178249 DOI: 10.1002/brb3.281] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/01/2014] [Revised: 08/15/2014] [Accepted: 08/19/2014] [Indexed: 11/30/2022] Open
Abstract
INTRODUCTION Dyslexia is characterized by slow, inaccurate reading. Previous studies have shown that the Reading Acceleration Program (RAP) improves reading speed and accuracy in children and adults with dyslexia and in typical readers across different orthographies. However, the effect of the RAP on the neural circuitry of reading has not been established. In the current study, we examined the effect of the RAP training on regions of interest in the neural circuitry for reading using a lexical decision task during fMRI in children with reading difficulties and typical readers. METHODS Children (8-12 years old) with reading difficulties and typical readers were studied before and after 4 weeks of training with the RAP in both groups. RESULTS In addition to improvements in oral and silent contextual reading speed, training-related gains were associated with increased activation of the left hemisphere in both children with reading difficulties and typical readers. However, only children with reading difficulties showed improvements in reading comprehension, which were associated with significant increases in right frontal lobe activation. CONCLUSIONS Our results demonstrate differential effects of the RAP on neural circuits supporting reading in both children with reading difficulties and typical readers and suggest that the intervention may stimulate use of typical neural circuits for reading and engage compensatory pathways to support reading in the developing brain of children with reading difficulties.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center Cincinnati, Ohio
| | - Jennifer J Vannest
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center Cincinnati, Ohio
| | - Darren Kadis
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center Cincinnati, Ohio
| | - Nicole Cicchino
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center Cincinnati, Ohio
| | - Yingying Y Wang
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center Cincinnati, Ohio
| | - Scott K Holland
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center Cincinnati, Ohio
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Langer N, Benjamin C, Minas J, Gaab N. The neural correlates of reading fluency deficits in children. Cereb Cortex 2013; 25:1441-53. [PMID: 24335032 DOI: 10.1093/cercor/bht330] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Multiple studies have shown that individuals with a reading disability (RD) demonstrate deficits in posterior left-hemispheric brain regions during reading-related tasks. These studies mainly focused on reading sub-skills, and it remains debated whether such dysfunction is apparent during more ecologically valid reading skills, such as reading fluency. In this fMRI study, reading fluency was systematically varied to characterize neural correlates of reading fluency in 30 children with (RD) and without (typical developing children, TYP) a RD. Sentences were presented at constrained, comfortable, and accelerated speeds, which were determined based on individual reading speed. Behaviorally, RD children displayed decreased performance in several reading-related tasks. Using fMRI, we demonstrated that both TYP and RD children display increased activation in several components of the reading network during fluent reading. When required to read at an accelerated speed, RD children exhibited less activation in the fusiform gyrus (FG) compared with the TYP children. A region of interest analysis substantiated differences in the FG and demonstrated a relationship to behavioral reading performance. These results suggest that the FG plays a key role in fluent reading and that it can be modulated by speed. These results and their implications for remediation strategies should be considered in educational practice.
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Affiliation(s)
- Nicolas Langer
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, Boston, MA, USA Harvard Medical School, Boston, MA, USA
| | | | - Jennifer Minas
- Department of Brain and Cognitive Sciences, MIT, Cambridge, MA, USA
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, Boston, MA, USA Harvard Medical School, Boston, MA, USA
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Costanzo F, Menghini D, Caltagirone C, Oliveri M, Vicari S. How to improve reading skills in dyslexics: The effect of high frequency rTMS. Neuropsychologia 2013; 51:2953-9. [DOI: 10.1016/j.neuropsychologia.2013.10.018] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2012] [Revised: 10/17/2013] [Accepted: 10/24/2013] [Indexed: 10/26/2022]
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Horowitz-Kraus T, Vannest JJ, Holland SK. Overlapping neural circuitry for narrative comprehension and proficient reading in children and adolescents. Neuropsychologia 2013; 51:2651-62. [PMID: 24029377 DOI: 10.1016/j.neuropsychologia.2013.09.002] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2012] [Revised: 08/16/2013] [Accepted: 09/03/2013] [Indexed: 11/26/2022]
Abstract
Narrative comprehension is a perinatal linguistic ability which is more intuitive than reading activity. Whether there are specific shared brain regions for narrative comprehension and reading that are tuned to reading proficiency, even before reading is acquired, is the question of the current study. We acquired fMRI data during a narrative comprehension task at two age points, when children are age 5-7 (K-2nd grade) and later when the same children were age 11 (5th-7th grade). We then examined correlations between this fMRI data and reading and reading comprehension scores from the same children at age 11. We found that greater frontal and supramarginal gyrus (BA 40) activation in narrative comprehension at the age of 5-7 years old was associated with better word reading and reading comprehension scores at the age of 11. A shift towards temporal and occipital activation was found when correlating their narrative comprehension functional data at age 11, with reading scores at the same age point. We suggest that increased reliance on executive functions and auditory-visual networks when listening to stories before reading is acquired, facilitates reading proficiency in older age and may be a biomarker for future reading ability. Children, who rely on use of imagination/visualization as well as auditory processing for narrative comprehension when they reach age 11, also show greater reading abilities. Understanding concordant neural pathways supporting auditory narrative and reading comprehension might be guide for development of effective tools for reading intervention programs.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH 45229-3039, United states.
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49
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Benjamin CFA, Gaab N. What's the story? The tale of reading fluency told at speed. Hum Brain Mapp 2012; 33:2572-85. [PMID: 21954000 PMCID: PMC3499039 DOI: 10.1002/hbm.21384] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2011] [Accepted: 05/16/2011] [Indexed: 11/10/2022] Open
Abstract
Fluent readers process written text rapidly and accurately, and comprehend what they read. Historically, reading fluency has been modeled as the product of discrete skills such as single word decoding. More recent conceptualizations emphasize that fluent reading is the product of competency in, and the coordination of, multiple cognitive sub-skills (a multi-componential view). In this study, we examined how the pattern of activation in core reading regions changes as the ability to read fluently is manipulated through reading speed. We evaluated 13 right-handed adults with a novel fMRI task assessing fluent sentence reading and lower-order letter reading at each participant's normal fluent reading speed, as well as constrained (slowed) and accelerated reading speeds. Comparing fluent reading conditions with rest revealed regions including bilateral occipito-fusiform, left middle temporal, and inferior frontal gyral clusters across reading speeds. The selectivity of these regions' responses to fluent sentence reading was shown by comparison with the letter reading task. Region of interest analyses showed that at constrained and accelerated speeds these regions responded significantly more to fluent sentence reading. Critically, as reading speed increased, activation increased in a single reading-related region: occipital/fusiform cortex (left > right). These results demonstrate that while brain regions engaged in reading respond selectively during fluent reading, these regions respond differently as the ability to read fluently is manipulated. Implications for our understanding of reading fluency, reading development, and reading disorders are discussed.
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Affiliation(s)
- Christopher F. A. Benjamin
- Harvard Medical School, Boston, Massachusetts
- Laboratories of Cognitive Neuroscience, Developmental Medicine Center, Children's Hospital Boston, Boston, Massachusetts
| | - Nadine Gaab
- Harvard Medical School, Boston, Massachusetts
- Laboratories of Cognitive Neuroscience, Developmental Medicine Center, Children's Hospital Boston, Boston, Massachusetts
- Harvard Gaduate School of Education, Cambridge, Massachusetts
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50
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Hasan KM, Molfese DL, Walimuni IS, Stuebing KK, Papanicolaou AC, Narayana PA, Fletcher JM. Diffusion tensor quantification and cognitive correlates of the macrostructure and microstructure of the corpus callosum in typically developing and dyslexic children. NMR IN BIOMEDICINE 2012; 25:1263-1270. [PMID: 22411286 PMCID: PMC3520134 DOI: 10.1002/nbm.2797] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2011] [Revised: 01/16/2012] [Accepted: 02/09/2012] [Indexed: 05/31/2023]
Abstract
Noninvasive quantitative MRI methods, such as diffusion tensor imaging (DTI), can offer insights into the structure-function relationships in human developmental brain disorders. In this article, we quantified the macrostructural and microstructural attributes of the corpus callosum (CC) in children with dyslexia and in typically developing readers of comparable age and gender. Diffusion anisotropy, and mean, radial and axial diffusivities of cross-sectional CC subregions were computed using a validated DTI methodology. The normalized posterior CC area was enlarged in children with dyslexia relative to that in typically developing children. Moreover, the callosal microstructural attributes, such as the mean diffusivity of the posterior middle sector of the CC, correlated significantly with measures of word reading and reading comprehension. Reading group differences in fractional anisotropy, mean diffusivity and radial diffusivity were observed in the posterior CC (CC5). This study demonstrates the utility of regional DTI measurements of the CC in understanding the neurobiology of reading disorders.
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Affiliation(s)
- Khader M Hasan
- Department of Diagnostic and Interventional Imaging, University of Texas at Houston, Houston, TX 77030, USA.
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