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Correlation between diffusion tensor imaging measures and the reading and cognitive performance of Arabic readers: dyslexic children perspective. Neuroradiology 2020; 62:525-531. [PMID: 31955236 DOI: 10.1007/s00234-020-02368-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2019] [Accepted: 01/10/2020] [Indexed: 10/25/2022]
Abstract
PURPOSE To investigate the correlation between the diffusion tensor imaging (DTI) measures and the reading, spelling, writing, rapid naming, memory, and motor abilities in Arabic dyslexic children. This could verify the influence of possible white matter alterations on the abilities of those children. METHODS Twenty native Arabic-speaking children with dyslexia (15 males and 5 females; 8.2 years ± 1) underwent DTI of the brain on 1.5 T scanner. Diffusion-weighted images were acquired in 32 noncollinear direction. Tractography of the arcuate fasciculus (AF) was performed. Region of interest (ROI)-based approach was also used. Regions encompass superior longitudinal fasciculus (SLF), anterior and superior corona radiata (CR), and posterior limb of internal capsule (PLIC) were analyzed. Fractional anisotropy (FA) and apparent diffusion coefficient (ADC) were measured. The aptitudes of those children were evaluated by the dyslexia assessment test. These abilities were statistically correlated with the FA and ADC of the AF and other ROIs. RESULTS The reduction of FA of right AF was related to worse overall reading and related abilities performance. The ADC of right SLF was negatively correlated with memory abilities. The ADC of right PLIC was positively correlated with writing performance. Other relations were also found. CONCLUSION White matter microstructural DTI measurements in the right AF, right PLIC, SLF, and left anterior and superior CR are correlated to reading, spelling, writing, memory, and rapid naming abilities of the participants. The DTI measures could be promising regarding their use as a biomarker for follow-up in developmental dyslexia.
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52
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Łuniewska M, Chyl K, Dębska A, Banaszkiewicz A, Żelechowska A, Marchewka A, Grabowska A, Jednoróg K. Children With Dyslexia and Familial Risk for Dyslexia Present Atypical Development of the Neuronal Phonological Network. Front Neurosci 2019; 13:1287. [PMID: 31849595 PMCID: PMC6895138 DOI: 10.3389/fnins.2019.01287] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2019] [Accepted: 11/13/2019] [Indexed: 11/13/2022] Open
Abstract
Learning to read changes the brain language system. Phonological processing is the language domain most crucial for reading, but it is still unknown how reading acquisition modifies the neural phonological network in children who either develop dyslexia or are at risk of dyslexia. For the two first years of formal education, we followed 90 beginning readers with (n = 55) and without (n = 35) familial risk of dyslexia who became typical readers (n = 70) or developed dyslexia (n = 20). We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory rhyme judgment task. This task was applied when participants were starting formal education, and repeated 2 years later. By applying two alternative group splits, we analyzed the effects of dyslexia and the effects of familial risk of dyslexia separately. We found that the phonological brain network undergoes reorganization during the first 2 years of formal education. This process proceeds differently depending on the presence of a familial history of dyslexia and reading impairment. Typical readers without risk for dyslexia activate structures responsible for phonological processing already at the beginning of literacy. This group shows reduced brain activation over time during phonological processing, perhaps due to automatization of phonological skills. Children who develop reading impairment present a delay in the development of phonological structures such as the bilateral superior temporal gyri, left middle temporal gyrus, right insula and right frontal cortex, where we observed time and group interaction. Finally, typical readers with familial risk of dyslexia also present an atypical development of the neural phonological structures, visible both at the beginning of reading instruction and 2 years later. These children used a presumably efficient neural mechanism of phonological processing, based on the activation of the precentral and postcentral gyri, and achieved a typical level of phonological awareness.
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Affiliation(s)
- Magdalena Łuniewska
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Katarzyna Chyl
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Agnieszka Dębska
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Anna Banaszkiewicz
- Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Agata Żelechowska
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
- RITMO Centre for Interdisciplinary Studies in Rhythm, Time and Motion, University of Oslo, Oslo, Norway
| | - Artur Marchewka
- Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Anna Grabowska
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
- Faculty of Psychology, SWPS University of Social Sciences and Humanities, Warsaw, Poland
| | - Katarzyna Jednoróg
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
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53
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Beelen C, Vanderauwera J, Wouters J, Vandermosten M, Ghesquière P. Atypical gray matter in children with dyslexia before the onset of reading instruction. Cortex 2019; 121:399-413. [PMID: 31704534 DOI: 10.1016/j.cortex.2019.09.010] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2018] [Revised: 07/01/2019] [Accepted: 09/16/2019] [Indexed: 11/16/2022]
Abstract
Many studies have focused on neuroanatomical anomalies in dyslexia, yet primarily in school-aged children and adults. In the present study, we investigated gray matter surface area and cortical thickness at the pre-reading stage in a cohort of 54 children, 31 with a family risk for dyslexia and 23 without a family risk for dyslexia, of whom 16 children developed dyslexia. Surface-based analyses in the core regions of the reading network in the left hemisphere and in the corresponding right hemispheric regions were performed in FreeSurfer. Results revealed that pre-readers who develop dyslexia show reduced surface area in bilateral fusiform gyri. In addition, anomalies related to a family risk for dyslexia, irrespectively of later reading ability, were observed in the area of the bilateral inferior and middle temporal gyri. Differences were apparent in surface area, as opposed to cortical thickness. Results indicate that the neuroanatomical anomalies, since they are observed in the pre-reading phase, are not the consequence of impoverished reading experience.
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Affiliation(s)
- Caroline Beelen
- Parenting & Special Education Research Unit, Faculty of Psychology & Educational Sciences, KU Leuven, Belgium
| | - Jolijn Vanderauwera
- Parenting & Special Education Research Unit, Faculty of Psychology & Educational Sciences, KU Leuven, Belgium; Research Group ExpORL, Department of Neurosciences, KU Leuven, Belgium
| | - Jan Wouters
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Belgium
| | | | - Pol Ghesquière
- Parenting & Special Education Research Unit, Faculty of Psychology & Educational Sciences, KU Leuven, Belgium
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54
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Romeo RR, Christodoulou JA, Halverson KK, Murtagh J, Cyr AB, Schimmel C, Chang P, Hook PE, Gabrieli JDE. Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention. Cereb Cortex 2019; 28:2297-2312. [PMID: 28591795 DOI: 10.1093/cercor/bhx131] [Citation(s) in RCA: 62] [Impact Index Per Article: 12.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2016] [Accepted: 05/09/2017] [Indexed: 01/18/2023] Open
Abstract
Although reading disability (RD) and socioeconomic status (SES) are independently associated with variation in reading ability and brain structure/function, the joint influence of SES and RD on neuroanatomy and/or response to intervention is unknown. In total, 65 children with RD (ages 6-9) with diverse SES were assigned to an intensive, 6-week summer reading intervention (n = 40) or to a waiting-list control group (n = 25). Before and after, all children completed standardized reading assessments and magnetic resonance imaging to measure cortical thickness. At baseline, higher SES correlated with greater vocabulary and greater cortical thickness in bilateral perisylvian and supramarginal regions-especially in left pars opercularis. Within the intervention group, lower SES was associated with both greater reading improvement and greater cortical thickening across broad, bilateral occipitotemporal and temporoparietal regions following the intervention. Additionally, treatment responders (n = 20), compared with treatment nonresponders (n = 19), exhibited significantly greater cortical thickening within similar regions. The waiting control and nonresponder groups exhibited developmentally typical, nonsignificant cortical thinning during this time period. These findings indicate that effective summer reading intervention is coupled with cortical growth, and is especially beneficial for children with RD who come from lower-SES home environments.
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Affiliation(s)
- Rachel R Romeo
- Division of Medical Sciences, Harvard Medical School and Harvard University, Boston, MA, USA.,McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Joanna A Christodoulou
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.,Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA.,Harvard Graduate School of Education, Cambridge, MA, USA
| | - Kelly K Halverson
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Jack Murtagh
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Abigail B Cyr
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Carly Schimmel
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Patricia Chang
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Pamela E Hook
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA
| | - John D E Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.,Harvard Graduate School of Education, Cambridge, MA, USA.,MIT Integrated Learning Initiative, Cambridge, MA, USA
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55
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Pleisch G, Karipidis II, Brem A, Röthlisberger M, Roth A, Brandeis D, Walitza S, Brem S. Simultaneous EEG and fMRI reveals stronger sensitivity to orthographic strings in the left occipito-temporal cortex of typical versus poor beginning readers. Dev Cogn Neurosci 2019; 40:100717. [PMID: 31704655 PMCID: PMC6974919 DOI: 10.1016/j.dcn.2019.100717] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Revised: 08/23/2019] [Accepted: 10/01/2019] [Indexed: 01/18/2023] Open
Abstract
The level of reading skills in children and adults is reflected in the strength of preferential neural activation to print. Such preferential activation appears in the N1 event-related potential (ERP) over the occipitotemporal scalp after around 150–250 ms and the corresponding blood oxygen level dependent (BOLD) signal in the ventral occipitotemporal (vOT) cortex. Here, orthography-sensitive (print vs. false font) processing was examined using simultaneous EEG-fMRI in 38 first grade children with poor and typical reading skills, and at varying familial risk for developmental dyslexia. Coarse orthographic sensitivity was observed as an increased activation to print in the N1 ERP and in the BOLD signal of individually varying vOT regions in 57% of beginning readers. Finer differentiation in processing orthographic strings (words vs. nonwords) further occurred in specific vOT clusters. Neither method alone showed robust differences in orthography-sensitive processing between typical and poor reading children. Importantly, using single-trial N1 ERP-informed fMRI analysis, we found differential modulation of the orthography-sensitive BOLD response in the left vOT for typical readers only. This result, thus, confirms subtle functional alterations in a brain structure known to be critical for fluent reading at the very beginning of reading instruction.
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Affiliation(s)
- Georgette Pleisch
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland
| | - Iliana I Karipidis
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland; Center for Interdisciplinary Brain Sciences Research, Stanford University School of Medicine, Stanford, CA, USA
| | - Alexandra Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland
| | - Martina Röthlisberger
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland
| | - Alexander Roth
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland
| | - Daniel Brandeis
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland; Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Mannheim, Germany; Center for Integrative Human Physiology Zurich, University of Zurich, Switzerland
| | - Susanne Walitza
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland; Center for Integrative Human Physiology Zurich, University of Zurich, Switzerland
| | - Silvia Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland; MR-Center of the University Hospital of Psychiatry and the Department of Child and Adolescent Psychiatry and Psychotherapy, University of Zurich, Switzerland.
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56
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Reynolds JE, Long X, Grohs MN, Dewey D, Lebel C. Structural and functional asymmetry of the language network emerge in early childhood. Dev Cogn Neurosci 2019; 39:100682. [PMID: 31376589 PMCID: PMC6969356 DOI: 10.1016/j.dcn.2019.100682] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2019] [Revised: 06/18/2019] [Accepted: 07/17/2019] [Indexed: 11/15/2022] Open
Abstract
Macrostructural asymmetry of the arcuate fasciculus is present by age 2 years. Microstructural and functional asymmetry in the IFG increases across early childhood. Left arcuate microstructure is related to pre-reading language skills. Asymmetry is not related to pre-reading skills in early childhood.
Structural and functional neuroimaging studies show language and reading processes are left-lateralized, and associated with a dispersed group of left brain regions. However, it is unclear when and how asymmetry of these regions emerges. We characterized the development of structural and functional asymmetry of the language network in 386 datasets from 117 healthy children (58 male) across early childhood (2–7.5 years). Structural asymmetry was investigated using diffusion tensor imaging (DTI) and manual delineation of the arcuate fasciculus. Functional connectivity asymmetry was calculated from seed regions in the inferior frontal gyrus (IFG) and middle temporal gyrus (MTG). We show that macrostructural asymmetry of the arcuate fasciculus is present by age 2 years, while leftward asymmetry of microstructure and functional connectivity with the IFG increases across the age range. This emerging microstructural and functional asymmetry likely underlie the development of language and reading skills during this time.
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Affiliation(s)
- Jess E Reynolds
- Department of Radiology, Canada; Owerko Centre, Alberta Children Hospital Research Institute, Canada; Hotchkiss Brain Institute, Canada
| | - Xiangyu Long
- Department of Radiology, Canada; Owerko Centre, Alberta Children Hospital Research Institute, Canada; Hotchkiss Brain Institute, Canada
| | - Melody N Grohs
- Owerko Centre, Alberta Children Hospital Research Institute, Canada; Department of Neuroscience, Canada; Cumming School of Medicine, Canada
| | - Deborah Dewey
- Owerko Centre, Alberta Children Hospital Research Institute, Canada; Hotchkiss Brain Institute, Canada; Department of Pediatrics, Canada; Department of Community Health Sciences, Canada
| | - Catherine Lebel
- Department of Radiology, Canada; Owerko Centre, Alberta Children Hospital Research Institute, Canada; Hotchkiss Brain Institute, Canada.
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57
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Williams VJ, Juranek J, Cirino P, Fletcher JM. Cortical Thickness and Local Gyrification in Children with Developmental Dyslexia. Cereb Cortex 2019; 28:963-973. [PMID: 28108497 DOI: 10.1093/cercor/bhx001] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2016] [Indexed: 01/18/2023] Open
Abstract
Developmental dyslexia is frequently associated with atypical brain structure and function within regions of the left hemisphere reading network. To date, few studies have employed surface-based techniques to evaluate cortical thickness and local gyrification in dyslexia. Of the existing cortical thickness studies in children, many are limited by small sample size, variability in dyslexia identification, and the recruitment of prereaders who may or may not develop reading impairment. Further, no known study has assessed local gyrification index (LGI) in dyslexia, which may serve as a sensitive indicator of atypical neurodevelopment. In this study, children with dyslexia (n = 31) and typically decoding peers (n = 45) underwent structural magnetic resonance imaging to assess whole-brain vertex-wise cortical thickness and LGI. Children with dyslexia demonstrated reduced cortical thickness compared with controls within previously identified reading areas including bilateral occipitotemporal and occipitoparietal regions. Compared with controls, children with dyslexia also showed increased gyrification in left occipitotemporal and right superior frontal cortices. The convergence of thinner and more gyrified cortex within the left occipitotemporal region among children with dyslexia may reflect its early temporal role in processing word forms, and highlights the importance of the ventral stream for successful word reading.
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Affiliation(s)
| | - Jenifer Juranek
- Department of Pediatrics, University of Texas Health Science Center, Houston, TX 77030, USA
| | - Paul Cirino
- Department of Psychology, University of Houston, Houston, TX 77204, USA.,Department of Psychology and Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston, Houston, TX 77204, USA
| | - Jack M Fletcher
- Department of Psychology, University of Houston, Houston, TX 77204, USA.,Department of Psychology and Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston, Houston, TX 77204, USA
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58
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D'Mello AM, Gabrieli JDE. Cognitive Neuroscience of Dyslexia. Lang Speech Hear Serv Sch 2019; 49:798-809. [PMID: 30458541 DOI: 10.1044/2018_lshss-dyslc-18-0020] [Citation(s) in RCA: 36] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2018] [Accepted: 05/08/2018] [Indexed: 01/16/2023] Open
Abstract
Purpose This review summarizes what is known about the structural and functional brain bases of dyslexia. Method We review the current literature on structural and functional brain differences in dyslexia. This includes evidence about differences in gray matter anatomy, white matter connectivity, and functional activations in response to print and language. We also summarize findings concerning brain plasticity in response to interventions. Results We highlight evidence relating brain function and structure to instructional issues such as diagnosis and prognosis. We also highlight evidence about brain differences in early childhood, before formal reading instruction in school, which supports the importance of early identification and intervention. Conclusion Neuroimaging studies of dyslexia reveal how the disorder is related to differences in structure and function in multiple neural circuits.
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Affiliation(s)
- Anila M D'Mello
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge.,McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge.,McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge
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59
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Emerging neural specialization of the ventral occipitotemporal cortex to characters through phonological association learning in preschool children. Neuroimage 2019; 189:813-831. [DOI: 10.1016/j.neuroimage.2019.01.046] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2018] [Revised: 12/21/2018] [Accepted: 01/21/2019] [Indexed: 12/22/2022] Open
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60
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Torre GAA, Eden GF. Relationships between gray matter volume and reading ability in typically developing children, adolescents, and young adults. Dev Cogn Neurosci 2019; 36:100636. [PMID: 30913497 PMCID: PMC6626657 DOI: 10.1016/j.dcn.2019.100636] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2018] [Revised: 03/06/2019] [Accepted: 03/08/2019] [Indexed: 01/20/2023] Open
Abstract
Reading is explicitly taught and foreshadows academic and vocational success. Studies comparing typical readers to those with developmental dyslexia have identified anatomical brain differences in bilateral temporo-parietal cortex, left temporo-occipital cortex, and bilateral cerebellum. Yet, it is unclear whether linear relationships exist between these brain structures and single real word reading ability in the general population. If dyslexia represents the lower end of the normal continuum, then relationships between gray matter volume (GMV) and reading ability would exist for all reading levels. Our study examined this question using voxel-based morphometry in a large sample (n = 404) of typically developing participants aged 6-22 derived from the NIH normative database. We tested correlations between individual GMV and single word reading and found none. After dividing this sample into groups based on age and on sex, we only found results in the group aged 15-22: positive correlations between GMV in left fusiform gyrus and reading, driven by females; and in right superior temporal gyrus in males. Multiple regressions also yielded no results, demonstrating that there is no general linear relationship between GMV and single real word reading ability. This provides an important context by which to interpret findings of GMV differences in dyslexia.
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Affiliation(s)
- Gabrielle-Ann A Torre
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, DC, United States
| | - Guinevere F Eden
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, DC, United States.
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61
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Langer N, Benjamin C, Becker BLC, Gaab N. Comorbidity of reading disabilities and ADHD: Structural and functional brain characteristics. Hum Brain Mapp 2019; 40:2677-2698. [PMID: 30784139 DOI: 10.1002/hbm.24552] [Citation(s) in RCA: 42] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2018] [Revised: 01/16/2019] [Accepted: 02/06/2019] [Indexed: 12/12/2022] Open
Abstract
Reading disabilities (RD) and attention-deficit/hyperactivity disorder (ADHD) are two of the most common developmental disorders. RD and ADHD frequently co-occur, which raises questions about how the disorders interact and to what extent they can be differentiated. To date, the underlying neural mechanisms leading to RD-ADHD comorbidity (COM) are not understood. In this study, structural and functional magnetic resonance imaging (fMRI) were combined with comprehensive behavioral testing in order to characterize the behavior, brain structure, and neural correlates of executive function, phonological processing and reading fluency in 60 children with clinical diagnoses of RD, ADHD, or COM, and controls. Whole-brain analyses of variance were performed on cortical thickness values and on the data of the three fMRI tasks to investigate overall group differences. To validate these findings, a region of interest analysis was performed in regions that have previously been shown to exhibit group differences in children with RD or ADHD using the same paradigms. The neuroimaging results demonstrated structural and functional atypicalities for COM in regions that are frequently associated with deficits in children with isolated ADHD or RD. A combination of shared and distinctive brain alterations between the clinical groups was identified, supporting the multiple deficit model for ADHD, RD, and its comorbidity.
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Affiliation(s)
- Nicolas Langer
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.,Harvard Medical School, Boston, Massachusetts.,Methods of Plasticity Research, Department of Psychology, University of Zurich, Zurich, Switzerland.,University Research Priority Program (URPP) Dynamics of Healthy Aging, Zurich, Switzerland.,Neuroscience Center Zurich (ZNZ), Zurich, Switzerland
| | - Christopher Benjamin
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.,Neurology, Neurosurgery & Psychology, Yale University, New Haven, Connecticut
| | - Bryce L C Becker
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.,University of California, Berkeley, California
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.,Harvard Medical School, Boston, Massachusetts
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62
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Richlan F. The Functional Neuroanatomy of Letter-Speech Sound Integration and Its Relation to Brain Abnormalities in Developmental Dyslexia. Front Hum Neurosci 2019; 13:21. [PMID: 30774591 PMCID: PMC6367238 DOI: 10.3389/fnhum.2019.00021] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2018] [Accepted: 01/18/2019] [Indexed: 01/20/2023] Open
Abstract
This mini-review provides a comparison of the brain systems associated with developmental dyslexia and the brain systems associated with letter-speech sound (LSS) integration. First, the findings on the functional neuroanatomy of LSS integration are summarized in order to obtain a comprehensive overview of the brain regions involved in this process. To this end, neurocognitive studies investigating LSS integration in both normal and abnormal reading development are taken into account. The neurobiological basis underlying LSS integration is consequently compared with existing neurocognitive models of functional and structural brain abnormalities in developmental dyslexia-focusing on superior temporal and occipito-temporal (OT) key regions. Ultimately, the commonalities and differences between the brain systems engaged by LSS integration and the brain systems identified with abnormalities in developmental dyslexia are investigated. This comparison will add to our understanding of the relation between LSS integration and normal and abnormal reading development.
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Affiliation(s)
- Fabio Richlan
- Centre for Cognitive Neuroscience and Department of Psychology, University of Salzburg, Salzburg, Austria
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63
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Krafnick AJ, Evans TM. Neurobiological Sex Differences in Developmental Dyslexia. Front Psychol 2019; 9:2669. [PMID: 30687153 PMCID: PMC6336691 DOI: 10.3389/fpsyg.2018.02669] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2018] [Accepted: 12/12/2018] [Indexed: 12/13/2022] Open
Abstract
Understanding sex differences at the neurobiological level has become increasingly crucial in both basic and applied research. In the study of developmental dyslexia, early neuroimaging investigations were dominated by male-only or male-dominated samples, due at least in part to males being diagnosed more frequently. While recent studies more consistently balance the inclusion of both sexes, there has been little movement toward directly characterizing potential sex differences of the disorder. However, a string of recent work suggests that the brain basis of dyslexia may indeed be different in males and females. This potential sex difference has implications for existing models of dyslexia, and would inform approaches to the remediation of reading difficulties. This article reviews recent evidence for sex differences in dyslexia, discusses the impact these studies have on the understanding of the brain basis of dyslexia, and provides a framework for how these differential neuroanatomical profiles may develop.
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Affiliation(s)
- Anthony J Krafnick
- Psychology Department, Dominican University, River Forest, IL, United States
| | - Tanya M Evans
- Center for Advanced Study of Teaching and Learning, Curry School of Education and Human Development, University of Virginia, Charlottesville, VA, United States
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64
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Plewko J, Chyl K, Bola Ł, Łuniewska M, Dębska A, Banaszkiewicz A, Wypych M, Marchewka A, van Atteveldt N, Jednoróg K. Letter and Speech Sound Association in Emerging Readers With Familial Risk of Dyslexia. Front Hum Neurosci 2018; 12:393. [PMID: 30333739 PMCID: PMC6176073 DOI: 10.3389/fnhum.2018.00393] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2018] [Accepted: 09/11/2018] [Indexed: 11/13/2022] Open
Abstract
In alphabetic scripts, learning letter-sound (LS) association (i.e., letter knowledge) is a strong predictor of later reading skills. LS integration is related to left superior temporal cortex (STC) activity and its disruption was previously observed in dyslexia (DYS). Whether disruption in LS association is a cause of reading impairment or a consequence of decreased exposure to print remains unclear. Using fMRI, we compared activation for letters, speech sounds and LS association in emerging readers with (FHD+, N = 50) and without (FHD-, N = 35) familial history of DYS, out of whom 17 developed DYS 2 years later. Despite having similar reading skills, FHD+ and FHD- groups showed opposite pattern of activation in left STC: In FHD- children activation was higher for incongruent compared to congruent, whereas in FHD+ it was higher for congruent LS pairs. Higher activation to congruent LS pairs was also characteristic of future DYS. The magnitude of incongruency effect in left STC was positively related to early reading skills, but only in FHD- children and (retrospectively) in typical readers. We show that alterations in brain activity during LS association can be detected at very early stages of reading acquisition, suggesting their causal involvement in later reading impairments. Increased response of left STC to incongruent LS pairs in FHD- group might reflect an early stage of automatizing LS associations, where the brain responds actively to conflicting pairs. The absence of such response in FHD+ children could lead to failures in suppressing incongruent information during reading acquisition, which could result in future reading problems.
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Affiliation(s)
- Joanna Plewko
- Laboratory of Psychophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences (PAS), Warsaw, Poland
| | - Katarzyna Chyl
- Laboratory of Psychophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences (PAS), Warsaw, Poland
| | - Łukasz Bola
- Institute of Psychology, Jagiellonian University, Krakow, Poland.,Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, Polish Academy of Sciences (PAS), Warsaw, Poland
| | - Magdalena Łuniewska
- Laboratory of Psychophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences (PAS), Warsaw, Poland.,Faculty of Psychology, University of Warsaw, Warsaw, Poland
| | - Agnieszka Dębska
- Laboratory of Psychophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences (PAS), Warsaw, Poland
| | - Anna Banaszkiewicz
- Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, Polish Academy of Sciences (PAS), Warsaw, Poland
| | - Marek Wypych
- Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, Polish Academy of Sciences (PAS), Warsaw, Poland
| | - Artur Marchewka
- Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, Polish Academy of Sciences (PAS), Warsaw, Poland
| | - Nienke van Atteveldt
- Department of Clinical Developmental Psychology & Institute LEARN!, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Katarzyna Jednoróg
- Laboratory of Psychophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences (PAS), Warsaw, Poland
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65
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Jagger-Rickels AC, Kibby MY, Constance JM. Global gray matter morphometry differences between children with reading disability, ADHD, and comorbid reading disability/ADHD. BRAIN AND LANGUAGE 2018; 185:54-66. [PMID: 30189332 PMCID: PMC6940023 DOI: 10.1016/j.bandl.2018.08.004] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2017] [Revised: 04/04/2018] [Accepted: 08/18/2018] [Indexed: 05/20/2023]
Abstract
Extensive, yet disparate, research exists elucidating structural anomalies in individuals with Reading Disability (RD) or ADHD. Despite ADHD and RD being highly comorbid, minimal research has attempted to determine shared patterns of morphometry between these disorders. In addition, there is no published research examining the morphometry of comorbid RD and ADHD (RD/ADHD). Hence, we conducted voxel-based morphometry on the MRI scans of 106 children, ages 8-12 years, with RD, ADHD, or RD/ADHD, and typically developing controls. We found right caudate and superior frontal regions in both RD and ADHD, along with areas specific to RD and to ADHD that are consistent with current theories on these disorders. Perhaps most importantly, we found a potential neurobiological substrate for RD/ADHD. Further, our findings illustrate both shared and specific contributors to RD/ADHD, supporting two current theories on the comorbidity of RD and ADHD, thereby facilitating future work on potential etiologies of RD/ADHD.
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66
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Phan TV, Smeets D, Talcott JB, Vandermosten M. Processing of structural neuroimaging data in young children: Bridging the gap between current practice and state-of-the-art methods. Dev Cogn Neurosci 2018; 33:206-223. [PMID: 29033222 PMCID: PMC6969273 DOI: 10.1016/j.dcn.2017.08.009] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2016] [Revised: 07/28/2017] [Accepted: 08/17/2017] [Indexed: 11/25/2022] Open
Abstract
The structure of the brain is subject to very rapid developmental changes during early childhood. Pediatric studies based on Magnetic Resonance Imaging (MRI) over this age range have recently become more frequent, with the advantage of providing in vivo and non-invasive high-resolution images of the developing brain, toward understanding typical and atypical trajectories. However, it has also been demonstrated that application of currently standard MRI processing methods that have been developed with datasets from adults may not be appropriate for use with pediatric datasets. In this review, we examine the approaches currently used in MRI studies involving young children, including an overview of the rationale for new MRI processing methods that have been designed specifically for pediatric investigations. These methods are mainly related to the use of age-specific or 4D brain atlases, improved methods for quantifying and optimizing image quality, and provision for registration of developmental data obtained with longitudinal designs. The overall goal is to raise awareness of the existence of these methods and the possibilities for implementing them in developmental neuroimaging studies.
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Affiliation(s)
- Thanh Vân Phan
- Experimental Oto-rhino-laryngology, Department Neurosciences, KU Leuven, Leuven, Belgium; icometrix, Research and Development, Leuven, Belgium.
| | - Dirk Smeets
- icometrix, Research and Development, Leuven, Belgium
| | - Joel B Talcott
- Aston Brain Centre, School of Life and Health Sciences, Aston University, Birmingham, United Kingdom
| | - Maaike Vandermosten
- Experimental Oto-rhino-laryngology, Department Neurosciences, KU Leuven, Leuven, Belgium
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67
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Mürner-Lavanchy IM, Kelly CE, Reidy N, Doyle LW, Lee KJ, Inder T, Thompson DK, Morgan AT, Anderson PJ. White matter microstructure is associated with language in children born very preterm. Neuroimage Clin 2018; 20:808-822. [PMID: 30268990 PMCID: PMC6169247 DOI: 10.1016/j.nicl.2018.09.020] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2018] [Revised: 08/23/2018] [Accepted: 09/21/2018] [Indexed: 12/21/2022]
Abstract
Very preterm birth is associated with altered white matter microstructure and language difficulties, which may compromise communication, social function and academic achievement, but the relationship between these two factors is unclear. The aim of this study was to explore associations between white matter microstructure and language domains of semantics, grammar and phonological awareness at 7-years of age on a whole-brain level and within the arcuate fasciculus, an important language pathway, in very preterm and term-born children. Language was assessed in 145 very preterm-born (<30 weeks' gestation and/or <1250 g birth weight) and 33 term-born children aged 7 years. Fractional anisotropy (FA), axial diffusivity (AD), radial diffusivity (RD), mean diffusivity (MD), axon orientation dispersion and axon density were estimated from diffusion magnetic resonance images also obtained at 7 years. The correlation between diffusion values and language was assessed using Tract-Based Spatial Statistics (TBSS). The arcuate fasciculus was delineated using constrained spherical deconvolution tractography and diffusion parameters from this tract were related to language measures using linear regression. While there was evidence for widespread associations between white matter microstructure and language, there was little evidence of differences in these associations between very preterm and term-born groups. TBSS analyses revealed that higher FA and lower AD, RD, and MD in major fibre tracts, including those subserving language, were associated with better semantic, grammar and phonological awareness performance. Higher axon density in widespread fibre tracts was also associated with better semantic performance. The tractography analyses of the arcuate fasciculus showed some evidence for associations between white matter microstructure and language outcomes. White matter microstructural organisation in widespread fibre tracts, including language-relevant pathways, was associated with language performance in whole-brain and tract-based analyses. The associations were similar for very preterm and term-born groups, despite very preterm children performing more poorly across language domains.
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Affiliation(s)
- Ines M Mürner-Lavanchy
- Monash Institute of Cognitive and Clinical Neurosciences, Monash University, Australia; Murdoch Children's Research Institute, Melbourne, Australia; University Hospital of Child and Adolescent Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland..
| | - Claire E Kelly
- Murdoch Children's Research Institute, Melbourne, Australia
| | - Natalie Reidy
- Murdoch Children's Research Institute, Melbourne, Australia
| | - Lex W Doyle
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Obstetrics and Gynaecology, University of Melbourne, Melbourne, Victoria, Australia; Department of Paediatrics, University of Melbourne, Melbourne, Australia; Research Office, The Royal Women's Hospital, Melbourne, Australia
| | - Katherine J Lee
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Paediatrics, University of Melbourne, Melbourne, Australia
| | | | - Deanne K Thompson
- Murdoch Children's Research Institute, Melbourne, Australia; Florey Institute of Neuroscience and Mental Health, Melbourne, Australia; Department of Paediatrics, University of Melbourne, Melbourne, Australia
| | - Angela T Morgan
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Paediatrics, University of Melbourne, Melbourne, Australia; Department of Audiology and Speech Pathology, University of Melbourne, Melbourne, Australia
| | - Peter J Anderson
- Monash Institute of Cognitive and Clinical Neurosciences, Monash University, Australia; Murdoch Children's Research Institute, Melbourne, Australia.
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68
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Xu W, Kolozsvari OB, Monto SP, Hämäläinen JA. Brain Responses to Letters and Speech Sounds and Their Correlations With Cognitive Skills Related to Reading in Children. Front Hum Neurosci 2018; 12:304. [PMID: 30127729 PMCID: PMC6088176 DOI: 10.3389/fnhum.2018.00304] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2018] [Accepted: 07/16/2018] [Indexed: 11/21/2022] Open
Abstract
Letter-speech sound (LSS) integration is crucial for initial stages of reading acquisition. However, the relationship between cortical organization for supporting LSS integration, including unimodal and multimodal processes, and reading skills in early readers remains unclear. In the present study, we measured brain responses to Finnish letters and speech sounds from 29 typically developing Finnish children in a child-friendly audiovisual integration experiment using magnetoencephalography. Brain source activations in response to auditory, visual and audiovisual stimuli as well as audiovisual integration response were correlated with reading skills and cognitive skills predictive of reading development after controlling for the effect of age. Regression analysis showed that from the brain measures, the auditory late response around 400 ms showed the largest association with phonological processing and rapid automatized naming abilities. In addition, audiovisual integration effect was most pronounced in the left and right temporoparietal regions and the activities in several of these temporoparietal regions correlated with reading and writing skills. Our findings indicated the important role of temporoparietal regions in the early phase of learning to read and their unique contribution to reading skills.
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Affiliation(s)
- Weiyong Xu
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
- Jyväskylä Centre for Interdisciplinary Brain Research, University of Jyväskylä, Jyväskylä, Finland
| | - Orsolya B. Kolozsvari
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
- Jyväskylä Centre for Interdisciplinary Brain Research, University of Jyväskylä, Jyväskylä, Finland
| | - Simo P. Monto
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
- Jyväskylä Centre for Interdisciplinary Brain Research, University of Jyväskylä, Jyväskylä, Finland
| | - Jarmo A. Hämäläinen
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
- Jyväskylä Centre for Interdisciplinary Brain Research, University of Jyväskylä, Jyväskylä, Finland
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69
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Vanderauwera J, Altarelli I, Vandermosten M, De Vos A, Wouters J, Ghesquière P. Atypical Structural Asymmetry of the Planum Temporale is Related to Family History of Dyslexia. Cereb Cortex 2018; 28:63-72. [PMID: 29253247 DOI: 10.1093/cercor/bhw348] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2016] [Indexed: 11/14/2022] Open
Abstract
Research on the neural correlates of developmental dyslexia indicates atypical anatomical lateralization of the planum temporale, a higher-order cortical auditory region. Yet whether this atypical lateralization precedes reading acquisition and is related to a familial risk for dyslexia is not currently known. In this study, we address these questions in 2 separate cohorts of young children and adolescents with and without a familial risk for dyslexia. Planum temporale surface area was manually labeled bilaterally, on the T1-weighted MR brain images of 54 pre-readers (mean age: 6.2 years, SD: 3.2 months; 33 males) and 28 adolescents (mean age: 14.7 years, SD: 3.3 months; 11 males). Half of the pre-readers and adolescents had a familial risk for dyslexia. In both pre-readers and adolescents, group comparisons of left and right planum temporale surface area showed a significant interaction between hemisphere and family history of dyslexia, with participants who had no family risk for dyslexia showing greater leftward asymmetry of the planum temporale. This effect was confirmed when analyses were restricted to normal reading participants. Altered planum temporale asymmetry thus seems to be related to family history of dyslexia.
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Affiliation(s)
- Jolijn Vanderauwera
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.,Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | | | - Maaike Vandermosten
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.,Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Astrid De Vos
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.,Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Jan Wouters
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
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70
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Dresler T, Bugden S, Gouet C, Lallier M, Oliveira DG, Pinheiro-Chagas P, Pires AC, Wang Y, Zugarramurdi C, Weissheimer J. A Translational Framework of Educational Neuroscience in Learning Disorders. Front Integr Neurosci 2018; 12:25. [PMID: 30022931 PMCID: PMC6039789 DOI: 10.3389/fnint.2018.00025] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2017] [Accepted: 05/22/2018] [Indexed: 12/12/2022] Open
Abstract
Neuroimaging has undergone enormous progress during the last two and a half decades. The combination of neuroscientific methods and educational practice has become a focus of interdisciplinary research in order to answer more applied questions. In this realm, conditions that hamper learning success and have deleterious effects in the population - such as learning disorders (LD) - could especially profit from neuroimaging findings. At the moment, however, there is an ongoing debate about how far neuroscientific research can go to inform the practical work in educational settings. Here, we put forward a theoretical translational framework as a method of conducting neuroimaging and bridging it to education, with a main focus on dyscalculia and dyslexia. Our work seeks to represent a theoretical but mainly empirical guide on the benefits of neuroimaging, which can help people working with different aspects of LD, who need to act collaboratively to reach the full potential of neuroimaging. We provide possible ideas regarding how neuroimaging can inform LD at different levels within our multidirectional framework, i.e., mechanisms, diagnosis/prognosis, training/intervention, and community/education. In addition, we discuss methodological, conceptual, and structural limitations that need to be addressed by future research.
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Affiliation(s)
- Thomas Dresler
- LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany
- Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany
| | - Stephanie Bugden
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, United States
- The Numerical Cognition Lab, Department of Psychology, Brain and Mind Institute, University of Western Ontario, London, ON, Canada
| | - Camilo Gouet
- Laboratorio de Neurociencias Cognitivas, Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Marie Lallier
- Basque Center on Cognition, Brain and Language, San Sebastián, Spain
| | - Darlene G. Oliveira
- Instituto Presbiteriano Mackenzie, Universidade Presbiteriana Mackenzie, São Paulo, Brazil
| | - Pedro Pinheiro-Chagas
- Cognitive Neuroimaging Unit, Institut National de la Santé et de la Recherche Médicale, Paris, France
- Laboratory of Behavioral and Cognitive Neuroscience, Stanford Human Intracranial Cognitive Electrophysiology Program, Department of Neurology and Neurological Sciences, Stanford University, Stanford, CA, United States
| | - Ana C. Pires
- Centro de Investigación Básica en Psicología, Facultad de Psicología, Universidad de la República, Montevideo, Uruguay
| | - Yunqi Wang
- School of International Studies, Zhejiang University, Hangzhou, China
| | - Camila Zugarramurdi
- Basque Center on Cognition, Brain and Language, San Sebastián, Spain
- Centro de Investigación Básica en Psicología, Facultad de Psicología, Universidad de la República, Montevideo, Uruguay
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71
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Younger JW, Booth JR. Parietotemporal Stimulation Affects Acquisition of Novel Grapheme-Phoneme Mappings in Adult Readers. Front Hum Neurosci 2018; 12:109. [PMID: 29628882 PMCID: PMC5876236 DOI: 10.3389/fnhum.2018.00109] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2018] [Accepted: 03/06/2018] [Indexed: 11/13/2022] Open
Abstract
Neuroimaging work from developmental and reading intervention research has suggested a cause of reading failure may be lack of engagement of parietotemporal cortex during initial acquisition of grapheme-phoneme (letter-sound) mappings. Parietotemporal activation increases following grapheme-phoneme learning and successful reading intervention. Further, stimulation of parietotemporal cortex improves reading skill in lower ability adults. However, it is unclear whether these improvements following stimulation are due to enhanced grapheme-phoneme mapping abilities. To test this hypothesis, we used transcranial direct current stimulation (tDCS) to manipulate parietotemporal function in adult readers as they learned a novel artificial orthography with new grapheme-phoneme mappings. Participants received real or sham stimulation to the left inferior parietal lobe (L IPL) for 20 min before training. They received explicit training over the course of 3 days on 10 novel words each day. Learning of the artificial orthography was assessed at a pre-training baseline session, the end of each of the three training sessions, an immediate post-training session and a delayed post-training session about 4 weeks after training. Stimulation interacted with baseline reading skill to affect learning of trained words and transfer to untrained words. Lower skill readers showed better acquisition, whereas higher skill readers showed worse acquisition, when training was paired with real stimulation, as compared to readers who received sham stimulation. However, readers of all skill levels showed better maintenance of trained material following parietotemporal stimulation, indicating a differential effect of stimulation on initial learning and consolidation. Overall, these results indicate that parietotemporal stimulation can enhance learning of new grapheme-phoneme relationships in readers with lower reading skill. Yet, while parietotemporal function is critical to new learning, its role in continued reading improvement likely changes as readers progress in skill.
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Affiliation(s)
- Jessica W Younger
- Department of Communication Sciences and Disorders, University of Texas at Austin, Austin, TX, United States
| | - James R Booth
- Department of Communication Sciences and Disorders, University of Texas at Austin, Austin, TX, United States.,Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States
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72
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Langer N, Peysakhovich B, Zuk J, Drottar M, Sliva DD, Smith S, Becker BLC, Grant PE, Gaab N. White Matter Alterations in Infants at Risk for Developmental Dyslexia. Cereb Cortex 2018; 27:1027-1036. [PMID: 26643353 DOI: 10.1093/cercor/bhv281] [Citation(s) in RCA: 47] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023] Open
Abstract
Developmental dyslexia (DD) is a heritable condition characterized by persistent difficulties in learning to read. White matter alterations in left-lateralized language areas, particularly in the arcuate fasciculus (AF), have been observed in DD, and diffusion properties within the AF correlate with (pre-)reading skills as early as kindergarten. However, it is unclear how early these alterations can be observed. We investigated white matter structure in 14 infants with (FHD+; ages 6.6-17.6 months) and 18 without (FHD-; ages 5.1-17.6 months) familial risk for DD. Diffusion scans were acquired during natural sleep, and early language skills were assessed. Tractography for bilateral AF was reconstructed using manual and automated methods, allowing for independent validation of results. Fractional anisotropy (FA) was calculated at multiple nodes along the tracts for more precise localization of group differences. The analyses revealed significantly lower FA in the left AF for FHD+ compared with FHD- infants, particularly in the central portion of the tract. Moreover, expressive language positively correlated with FA across groups. Our results demonstrate that atypical brain development associated with DD is already present within the first 18 months of life, suggesting that the deficits associated with DD may result from altered structural connectivity in left-hemispheric regions.
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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 02115, USA
| | - Barbara Peysakhovich
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, Boston, MA, USA
| | - Jennifer Zuk
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, Boston, MA, USA.,Harvard Medical School, Boston, MA 02115, USA
| | - Marie Drottar
- Fetal Neonatal Neuroimaging and Developmental Science Center, Boston Children's Hospital, Boston, MA 02115, USA
| | - Danielle D Sliva
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, Boston, MA, USA.,Fetal Neonatal Neuroimaging and Developmental Science Center, Boston Children's Hospital, Boston, MA 02115, USA
| | - Sara Smith
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, Boston, MA, USA
| | - Bryce L C Becker
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, Boston, MA, USA
| | - P Ellen Grant
- Fetal Neonatal Neuroimaging and Developmental Science Center, Boston Children's Hospital, Boston, MA 02115, USA.,Harvard Medical School, Boston, MA 02115, 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 02115, USA.,Harvard Graduate School of Education, Cambridge, MA 02138, USA
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73
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Raschle NM, Becker BLC, Smith S, Fehlbaum LV, Wang Y, Gaab N. Investigating the Influences of Language Delay and/or Familial Risk for Dyslexia on Brain Structure in 5-Year-Olds. Cereb Cortex 2018; 27:764-776. [PMID: 26585334 DOI: 10.1093/cercor/bhv267] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Early language delay has often been associated with atypical language/literacy development. Neuroimaging studies further indicate functional disruptions during language and print processing in school-age children with a retrospective report of early language delay. Behavioral data of 114 5-year-olds with a retrospective report of early language delay in infancy (N = 34) and those without (N = 80) and with a familial risk for dyslexia and those without are presented. Behaviorally, children with a retrospective report of early language delay exhibited reduced performance in language/reading-related measures. A voxel-based morphometry analysis in a subset (N = 46) demonstrated an association between reduced gray matter volume and early language delay in left-hemispheric middle temporal, occipital, and frontal regions. Alterations in middle temporal cortex in children with a retrospective report of early language delay were observed regardless of familial risk for dyslexia. Additionally, while children with isolated familial risk for dyslexia showed gray matter reductions in temporoparietal and occipitotemporal regions, these effects were most profound in children with both risk factors. An interaction effect of early language delay and familial risk was revealed in temporoparietal, occipital, and frontal cortex. Our findings support a cumulative effect of early behavioral and genetic risk factors on brain development and may ultimately inform diagnosis/treatment.
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Affiliation(s)
- Nora Maria Raschle
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA.,Harvard Medical School Boston, Boston, MA 02115, USA.,Department of Child and Adolescent Psychiatry, Psychiatric University Clinics Basel, Basel, Switzerland
| | - Bryce Larkin Chessell Becker
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA
| | - Sara Smith
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA
| | - Lynn Valérie Fehlbaum
- Department of Child and Adolescent Psychiatry, Psychiatric University Clinics Basel, Basel, Switzerland
| | - Yingying Wang
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA.,Harvard Medical School Boston, Boston, MA 02115, USA.,Harvard Graduate School of Education, Cambridge, MA 02138, USA
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74
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Abstract
Purpose of Review Developmental dyslexia is characterized by an impaired acquisition of fluent and skilled reading ability. Numerous studies have explored the neural correlates of this neurodevelopmental disorder, with most classic accounts strongly focussing on left temporoparietal regions. We will review recent findings from structural and functional MRI studies that suggest a more important role of occipitotemporal cortex abnormalities in dyslexia. Recent Findings Recent findings highlight the role of the occipitotemporal cortex which exhibits functional as well as structural abnormalities in dyslexic readers and in children at risk for dyslexia and suggest a more central role for the occipitotemporal cortex in the pathophysiology of dyslexia. Summary We demonstrate the importance of the occipitotemporal cortex in for understanding impaired reading acquisition and point out how future research might enhance our understanding of functional and structural impairments in the reading network via large-scale data analysis approaches.
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75
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Walton M, Dewey D, Lebel C. Brain white matter structure and language ability in preschool-aged children. BRAIN AND LANGUAGE 2018; 176:19-25. [PMID: 29132048 DOI: 10.1016/j.bandl.2017.10.008] [Citation(s) in RCA: 40] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2016] [Revised: 10/24/2017] [Accepted: 10/29/2017] [Indexed: 06/07/2023]
Abstract
Brain alterations are associated with reading and language difficulties in older children, but little research has investigated relationships between early language skills and brain white matter structure during the preschool period. We studied 68 children aged 3.0-5.6 years who underwent diffusion tensor imaging and participated in assessments of Phonological Processing and Speeded Naming. Tract-based spatial statistics and tractography revealed relationships between Phonological Processing and diffusion parameters in bilateral ventral white matter pathways and the corpus callosum. Phonological Processing was positively correlated with fractional anisotropy and negatively correlated with mean diffusivity. The relationships observed in left ventral pathways are consistent with studies in older children, and demonstrate that structural markers for language performance are apparent as young as 3 years of age. Our findings in right hemisphere areas that are not as commonly found in adult studies suggest that young children rely on a widespread network for language processing that becomes more specialized with age.
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Affiliation(s)
- Matthew Walton
- Child & Adolescent Imaging Research (CAIR) Program, Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Owerko Centre, Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Department of Radiology, Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada
| | - Deborah Dewey
- Owerko Centre, Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Department of Pediatrics, Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Department of Community Health Sciences, Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada
| | - Catherine Lebel
- Child & Adolescent Imaging Research (CAIR) Program, Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Owerko Centre, Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Department of Radiology, Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada.
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76
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Abstract
During the past decades neuroanatomic, neuroimaging, and clinical studies have substantially changed the long-standing view of the role of the cerebellum as a sole coordinator of sensorimotor function. Currently, the cerebellum is considered to be crucially implicated in a variety of cognitive, affective, social, and behavioral processes as well. In this chapter we aim to summarize a number of critical insights from different research areas (neuroanatomy, functional neuroimaging, clinical practice) that provide evidence for a role of the cerebellum in motor speech and nonmotor language processing in both adults and children. Neuroanatomic studies have provided a robust basis for the development of new insights in the modulatory role of the cerebellum in neurocognition, including nonmotor language processing by means of identifying a dense network of crossed reciprocal connections between the cerebellum and the supratentorial association areas. A topologic distinction has been established between the "motor" cerebellum, projecting to the cortical motor areas, and the "cognitive/affective" cerebellum, connected with the cortical and limbic association areas. Neuroimaging studies have demonstrated cerebellar involvement in several different language tasks, even after controlling for motor aspects. In addition, several clinical studies have identified a variety of nonmotor linguistic deficits after cerebellar disease in both children and adults, implying a prominent role for the cerebellum in linguistic processes. Functional neuroimaging has confirmed the functional impact of cerebellar lesions on remote, structurally intact cortical regions via crossed cerebellocerebral diaschisis. Overall, evidence from neuroanatomic, neuroimaging, and clinical studies shows a (strongly lateralized) involvement of the cerebellum in a broad spectrum of nonmotor language functions through a dense network of crossed and reciprocal cerebellocerebral connections. It is argued that the cerebellum is involved in language in a similar manner as it is involved in motor functions: through monitoring/coordinating cortical functions via timing and sequencing mechanisms.
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Affiliation(s)
- Peter Mariën
- Clinical and Experimental Neurolinguistics, Free University of Brussels, Brussels, Belgium.
| | - Renato Borgatti
- Department of Neuropsychiatry and Neurorehabilitation Unit, Eugenio Medea Scientific Institute, Bosisio Parini, Lecco, Italy
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77
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Tamnes CK, Roalf DR, Goddings AL, Lebel C. Diffusion MRI of white matter microstructure development in childhood and adolescence: Methods, challenges and progress. Dev Cogn Neurosci 2017; 33:161-175. [PMID: 29229299 PMCID: PMC6969268 DOI: 10.1016/j.dcn.2017.12.002] [Citation(s) in RCA: 98] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2017] [Revised: 05/18/2017] [Accepted: 12/04/2017] [Indexed: 12/13/2022] Open
Abstract
Diffusion magnetic resonance imaging (dMRI) continues to grow in popularity as a useful neuroimaging method to study brain development, and longitudinal studies that track the same individuals over time are emerging. Over the last decade, seminal work using dMRI has provided new insights into the development of brain white matter (WM) microstructure, connections and networks throughout childhood and adolescence. This review provides an introduction to dMRI, both diffusion tensor imaging (DTI) and other dMRI models, as well as common acquisition and analysis approaches. We highlight the difficulties associated with ascribing these imaging measurements and their changes over time to specific underlying cellular and molecular events. We also discuss selected methodological challenges that are of particular relevance for studies of development, including critical choices related to image acquisition, image analysis, quality control assessment, and the within-subject and longitudinal reliability of dMRI measurements. Next, we review the exciting progress in the characterization and understanding of brain development that has resulted from dMRI studies in childhood and adolescence, including brief overviews and discussions of studies focusing on sex and individual differences. Finally, we outline future directions that will be beneficial to the field.
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Affiliation(s)
| | - David R Roalf
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, USA
| | | | - Catherine Lebel
- Department of Radiology, Cumming School of Medicine, and Alberta Children's Hospital Research Institute, University of Calgary, Calgary, Alberta, Canada
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78
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Danelli L, Berlingeri M, Bottini G, Borghese NA, Lucchese M, Sberna M, Price CJ, Paulesu E. How many deficits in the same dyslexic brains? A behavioural and fMRI assessment of comorbidity in adult dyslexics. Cortex 2017; 97:125-142. [PMID: 29107746 PMCID: PMC5722195 DOI: 10.1016/j.cortex.2017.08.038] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2017] [Revised: 07/14/2017] [Accepted: 08/31/2017] [Indexed: 01/18/2023]
Abstract
Dyslexia can have different manifestations: this has motivated different theories on its nature, on its underlying brain bases and enduring controversies on how to best treat it. The relative weight of the different manifestations has never been evaluated using both behavioural and fMRI measures, a challenge taken here to assess the major systems called into play in dyslexia by different theories. We found that adult well-compensated dyslexics were systematically impaired only in reading and in visuo-phonological tasks, while deficits for other systems (e.g., motor/cerebellar, visual magnocellular/motion perception) were only very occasional. In line with these findings, fMRI showed a reliable hypoactivation only for the task of reading, in the left occipito-temporal cortex (l-OTC). The l-OTC, normally a crossroad between the reading system and other systems, did not show the same level of intersection in dyslexics; yet, it was not totally silent because it responded, in segregated parts, during auditory phonological and visual motion perception tasks. This minimal behavioural and functional anatomical comorbidity demonstrates that a specific deficit of reading is the best description for developmental dyslexia, at least for adult well-compensated cases, with clear implications for rehabilitation strategies. The reduced intersection of multiple systems in the l-OTC suggests that dyslexics suffer from a coarser connectivity, leading to disconnection between the multiple domains that normally interact during reading.
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Affiliation(s)
- Laura Danelli
- Psychology Department and Milan Centre for Neuroscience, University of Milano-Bicocca, Milan, Italy
| | - Manuela Berlingeri
- DISTUM, Department of Humanistic Studies, University of Urbino Carlo Bo, Urbino, Italy
| | - Gabriella Bottini
- Centre of Cognitive Neuropsychology, Niguarda Ca' Granda Hospital, Milan, Italy; Department of Brain and Behavioural Sciences, University of Pavia, Pavia, Italy
| | - Nunzio A Borghese
- AIS-Lab and Department of Computer Science, University of Milan, Milan, Italy
| | - Mirko Lucchese
- AIS-Lab and Department of Computer Science, University of Milan, Milan, Italy
| | - Maurizio Sberna
- Neuroradiology Department, Niguarda Ca' Granda Hospital, Milan, Italy
| | - Cathy J Price
- Wellcome Trust Centre for Neuroimaging, Institute of Neurology, UCL, London UK
| | - Eraldo Paulesu
- Psychology Department and Milan Centre for Neuroscience, University of Milano-Bicocca, Milan, Italy; fMRI Unit-IRCCS Galeazzi, Milan, Italy.
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79
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Altered Structural Connectivity of the Left Visual Thalamus in Developmental Dyslexia. Curr Biol 2017; 27:3692-3698.e4. [PMID: 29153326 DOI: 10.1016/j.cub.2017.10.034] [Citation(s) in RCA: 45] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2017] [Revised: 09/13/2017] [Accepted: 10/11/2017] [Indexed: 11/22/2022]
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80
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Lohvansuu K, Hämäläinen JA, Ervast L, Lyytinen H, Leppänen PHT. Longitudinal interactions between brain and cognitive measures on reading development from 6 months to 14 years. Neuropsychologia 2017; 108:6-12. [PMID: 29157996 DOI: 10.1016/j.neuropsychologia.2017.11.018] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2017] [Revised: 05/06/2017] [Accepted: 11/15/2017] [Indexed: 11/26/2022]
Abstract
Dyslexia is a neurobiological disorder impairing learning to read. Brain responses of infants at genetic risk for dyslexia are abnormal already at birth, and associations from infant speech perception to preschool cognitive skills and reading in early school years have been documented, but there are no studies showing predicting power until adolescence. Here we show that in at-risk infants, brain activation to pseudowords at left hemisphere predicts 44% of reading speed at 14 years, and even improves the prediction after taking into account neurocognitive preschool measures of letter naming, phonology, and verbal short-term memory. The association between infant brain responses and reading speed is mediated by preschool rapid automatized naming ability. Therefore, we suggest that rapid naming and reading speed could share a similar cognitive process of automatized access to lexicon via phonological representations, and brain activation to speech sounds in infancy probably acts as an index of deficient development of the same process.
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Affiliation(s)
- Kaisa Lohvansuu
- Department of Psychology, University of Jyväskylä, P.O. Box 35, FI-40014, Finland; Jyväskylä Centre for Interdisciplinary Brain Research, University of Jyväskylä, P.O. Box 35, FI-40014, Finland.
| | - Jarmo A Hämäläinen
- Department of Psychology, University of Jyväskylä, P.O. Box 35, FI-40014, Finland; Jyväskylä Centre for Interdisciplinary Brain Research, University of Jyväskylä, P.O. Box 35, FI-40014, Finland
| | - Leena Ervast
- Logopedics and Child Language Research Centre, Faculty of Humanities, University of Oulu, P.O. Box 1000, FI-90014, Finland; Department of Clinical Neurophysiology, Neurocognitive Unit, Oulu University Hospital, P.O. Box 50, FI-90029, Finland
| | - Heikki Lyytinen
- Department of Psychology, University of Jyväskylä, P.O. Box 35, FI-40014, Finland; Jyväskylä Centre for Interdisciplinary Brain Research, University of Jyväskylä, P.O. Box 35, FI-40014, Finland
| | - Paavo H T Leppänen
- Department of Psychology, University of Jyväskylä, P.O. Box 35, FI-40014, Finland; Jyväskylä Centre for Interdisciplinary Brain Research, University of Jyväskylä, P.O. Box 35, FI-40014, Finland
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81
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Meyer L. The neural oscillations of speech processing and language comprehension: state of the art and emerging mechanisms. Eur J Neurosci 2017; 48:2609-2621. [PMID: 29055058 DOI: 10.1111/ejn.13748] [Citation(s) in RCA: 142] [Impact Index Per Article: 20.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2017] [Revised: 09/14/2017] [Accepted: 10/09/2017] [Indexed: 12/17/2022]
Abstract
Neural oscillations subserve a broad range of functions in speech processing and language comprehension. On the one hand, speech contains-somewhat-repetitive trains of air pressure bursts that occur at three dominant amplitude modulation frequencies, physically marking the linguistically meaningful progressions of phonemes, syllables and intonational phrase boundaries. To these acoustic events, neural oscillations of isomorphous operating frequencies are thought to synchronise, presumably resulting in an implicit temporal alignment of periods of neural excitability to linguistically meaningful spectral information on the three low-level linguistic description levels. On the other hand, speech is a carrier signal that codes for high-level linguistic meaning, such as syntactic structure and semantic information-which cannot be read from stimulus acoustics, but must be acquired during language acquisition and decoded for language comprehension. Neural oscillations subserve the processing of both syntactic structure and semantic information. Here, I synthesise a mapping from each linguistic processing domain to a unique set of subserving oscillatory mechanisms-the mapping is plausible given the role ascribed to different oscillatory mechanisms in different subfunctions of cortical information processing and faithful to the underlying electrophysiology. In sum, the present article provides an accessible and extensive review of the functional mechanisms that neural oscillations subserve in speech processing and language comprehension.
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Affiliation(s)
- Lars Meyer
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1A, 04103, Leipzig, Germany
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82
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Black JM, Xia Z, Hoeft F. Neurobiological Bases of Reading Disorder Part II: The Importance of Developmental Considerations in Typical and Atypical Reading. LANGUAGE AND LINGUISTICS COMPASS 2017; 11:e12252. [PMID: 29276529 PMCID: PMC5736136 DOI: 10.1111/lnc3.12252] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Decoding-based reading disorder (RD; aka developmental dyslexia) is one of the most common neurodevelopmental disorders, affecting approximately 5-10% of school-aged children across languages. Even though neuroimaging studies suggest an impairment of the left reading network in RD, the onset of this deficit and its developmental course, which may include constancy and change, is largely unknown. There is now growing evidence that the recruitment of brain networks underlying perceptual, cognitive and linguistic processes relevant to reading acquisition varies with age. These age-dependent changes may in turn impact the neurocognitive characteristics of RD observed at specific developmental stages. Here we synthesize findings from functional and structural magnetic resonance imaging (MRI) studies to increase our understanding of the developmental time course of the neural bases underlying (a)typical reading. We first provide an overview of the brain bases of typical and atypical (impaired) reading. Next we describe how the understanding of RD can be deepened through scientific attention to age effects, for example, by integrating findings from cross-sectional studies of RD at various ages. Finally, we accent findings from extant longitudinal studies that directly examine developmental reading trajectories beginning in the preliterate stage at both group and individual levels. Although science is at the very early stage of understanding developmental aspects of neural deficits in RD, evidence to date characterizes RD by atypical brain maturation. We know that reading impairment may adversely impact multiple life domains such as academic achievement and social relationships, and unfortunately, that these negative outcomes can persist and compound into adulthood. We contend that exploring the developmental trajectories of RD will contribute to a greater understanding of how neural systems support reading acquisition. Further, we propose and cite evidence that the etiology of RD can be better investigated by distinguishing primary deficits from secondary impairments unfolding along development. These exciting and modern investigatory efforts can also indirectly contribute to a centered practice of early and accurate identification and optimal intervention to support the development of foundational pre-literacy skills and fluent reading. In sum, integrating a developmental understanding into the science and practice of reading acquisition and intervention is both possible and necessary.
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Affiliation(s)
| | - Zhichao Xia
- Department of Psychiatry and Weill Institute for Neurosciences,
University of California, San Francisco (UCSF), USA
- State Key Laboratory of Cognitive Neuroscience and Learning
& IDG/McGovern Institute for Brain Research, Beijing Normal University,
China
- Center for Collaboration and Innovation in Brain and Learning
Sciences, Beijing Normal University, China
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences,
University of California, San Francisco (UCSF), USA
- Precision Learning Center (PrecL), UC, USA
- Dyslexia Center, UCSF, USA
- Haskins Laboratories, USA
- Department of Neuropsychiatry, Keio University School of Medicine,
Japan
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83
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Vandermosten M, Cuynen L, Vanderauwera J, Wouters J, Ghesquière P. White matter pathways mediate parental effects on children's reading precursors. BRAIN AND LANGUAGE 2017; 173:10-19. [PMID: 28558269 DOI: 10.1016/j.bandl.2017.05.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/07/2015] [Revised: 04/28/2017] [Accepted: 05/06/2017] [Indexed: 06/07/2023]
Abstract
Previous studies have shown that the link between parental and offspring's reading is mediated by the cognitive system of the offspring, yet information about the mediating role of the neurobiological system is missing. This family study includes cognitive and diffusion MRI (dMRI) data collected in 71 pre-readers as well as parental reading and environmental data. Using sequential path analyses, which take into account the interrelationships between the different components, we observed mediating effects of the neurobiological system. More specifically, fathers' reading skills predicted reading of the child by operating through a child's left ventral white matter pathway. For mothers no clear mediating role of the neural system was observed. Given that our study involves children who have not yet learned to read and that environmental measures were taken into account, the paternal effect on a child's white matter pathway is unlikely to be only driven by environmental factors. Future intergenerational studies focusing on the genetic, neurobiological and cognitive level of parents and offspring will provide more insight in the relative contribution of parental environment and genes.
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Affiliation(s)
- Maaike Vandermosten
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium; Research Group ExpORL, Department of Neurosciences, KU Leuven, Belgium.
| | - Lieselore Cuynen
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium
| | - Jolijn Vanderauwera
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium; Research Group ExpORL, Department of Neurosciences, KU Leuven, Belgium
| | - Jan Wouters
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium
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84
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Vanderauwera J, Wouters J, Vandermosten M, Ghesquière P. Early dynamics of white matter deficits in children developing dyslexia. Dev Cogn Neurosci 2017; 27:69-77. [PMID: 28823983 PMCID: PMC6987857 DOI: 10.1016/j.dcn.2017.08.003] [Citation(s) in RCA: 61] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2017] [Revised: 06/29/2017] [Accepted: 08/04/2017] [Indexed: 12/20/2022] Open
Abstract
Neural anomalies have been demonstrated in dyslexia. Recent studies in pre-readers at risk for dyslexia and in pre-readers developing poor reading suggest that these anomalies might be a cause of their reading impairment. Our study goes one step further by exploring the neurodevelopmental trajectory of white matter anomalies in pre-readers with and without a familial risk for dyslexia (n=61) of whom a strictly selected sample develops dyslexia later on (n=15). We collected longitudinal diffusion MRI and behavioural data until grade 3. The results provide evidence that children with dyslexia exhibit pre-reading white matter anomalies in left and right long segment of the arcuate fasciculus (AF), with predictive power of the left segment above traditional cognitive measures and familial risk. Whereas white matter differences in the left AF seem most strongly related to the development of dyslexia, differences in the left IFOF and in the right AF seem driven by both familial risk and later reading ability. Moreover, differences in the left AF appeared to be dynamic. This study supports and expands recent insights into the neural basis of dyslexia, pointing towards pre-reading anomalies related to dyslexia, as well as underpinning the dynamic character of white matter.
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Affiliation(s)
- Jolijn Vanderauwera
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium; Research Group ExpORL, Department of Neurosciences, KU Leuven, Belgium.
| | - Jan Wouters
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Belgium
| | - Maaike Vandermosten
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium; Research Group ExpORL, Department of Neurosciences, KU Leuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium
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85
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Ramus F, Altarelli I, Jednoróg K, Zhao J, Scotto di Covella L. Neuroanatomy of developmental dyslexia: Pitfalls and promise. Neurosci Biobehav Rev 2017; 84:434-452. [PMID: 28797557 DOI: 10.1016/j.neubiorev.2017.08.001] [Citation(s) in RCA: 94] [Impact Index Per Article: 13.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2016] [Revised: 07/28/2017] [Accepted: 08/02/2017] [Indexed: 01/18/2023]
Abstract
Investigations into the neuroanatomical bases of developmental dyslexia have now spanned more than 40 years, starting with the post-mortem examination of a few individual brains in the 60s and 70s, and exploding in the 90s with the widespread use of MRI. The time is now ripe to reappraise the considerable amount of data gathered with MRI using different types of sequences (T1, diffusion, spectroscopy) and analysed using different methods (manual, voxel-based or surface-based morphometry, fractional anisotropy and tractography, multivariate analyses…). While selective reviews of mostly small-scale studies seem to provide a coherent view of the brain disruptions that are typical of dyslexia, involving left perisylvian and occipito-temporal regions, we argue that this view may be deceptive and that meta-analyses and large-scale studies rather highlight many inconsistencies and limitations. We discuss problems inherent to small sample size as well as methodological difficulties that still undermine the discovery of reliable neuroanatomical bases of dyslexia, and we outline some recommendations to further improve this research area.
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Affiliation(s)
- Franck Ramus
- Laboratoire de sciences cognitives et psycholinguistique (CNRS, ENS, EHESS, PSL Research University), Ecole Normale Supérieure, 29 rue d'Ulm, 75005 Paris, France.
| | - Irene Altarelli
- Brain and Learning Lab, Campus Biotech, University of Geneva, 9 Chemin des Mines, 1205 Geneva, Switzerland
| | - Katarzyna Jednoróg
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, 3 Pasteur St, 02-093 Warsaw, Poland
| | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University and Key Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province, Xi'an, Shaanxi, 710062, China
| | - Lou Scotto di Covella
- Laboratoire de sciences cognitives et psycholinguistique (CNRS, ENS, EHESS, PSL Research University), Ecole Normale Supérieure, 29 rue d'Ulm, 75005 Paris, France
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86
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Eckert MA, Vaden KI, Maxwell AB, Cute SL, Gebregziabher M, Berninger VW. Common Brain Structure Findings Across Children with Varied Reading Disability Profiles. Sci Rep 2017; 7:6009. [PMID: 28729533 PMCID: PMC5519686 DOI: 10.1038/s41598-017-05691-5] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2017] [Accepted: 05/31/2017] [Indexed: 11/12/2022] Open
Abstract
Dyslexia is a developmental disorder in reading that exhibits varied patterns of expression across children. Here we examined the degree to which different kinds of reading disabilities (defined as profiles or patterns of reading problems) contribute to brain morphology results in Jacobian determinant images that represent local brain shape and volume. A matched-pair brain morphometry approach was used to control for confounding from brain size and research site effects in this retrospective multi-site study of 134 children from eight different research sites. Parietal operculum, corona radiata, and internal capsule differences between cases and controls were consistently observed across children with evidence of classic dyslexia, specific comprehension deficit, and language learning disability. Thus, there can be common brain morphology findings across children with quite varied reading disability profiles that we hypothesize compound the developmental difficulties of children with unique reading disability profiles and reasons for their reading disability.
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Affiliation(s)
- Mark A Eckert
- Department of Otolaryngology - Head and Neck Surgery, Medical University of South Carolina, Charleston, SC, 29425, USA.
| | - Kenneth I Vaden
- Department of Otolaryngology - Head and Neck Surgery, Medical University of South Carolina, Charleston, SC, 29425, USA
| | - Amanda B Maxwell
- Department of Otolaryngology - Head and Neck Surgery, Medical University of South Carolina, Charleston, SC, 29425, USA
| | | | - Mulugeta Gebregziabher
- Department of Public Health Sciences, Medical University of South Carolina, Charleston, SC, 29425, USA
| | - Virginia W Berninger
- Department of Educational Psychology, University of Washington, Seattle, WA, 98105, USA
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87
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Nouwen A, Chambers A, Chechlacz M, Higgs S, Blissett J, Barrett TG, Allen HA. Microstructural abnormalities in white and gray matter in obese adolescents with and without type 2 diabetes. NEUROIMAGE-CLINICAL 2017; 16:43-51. [PMID: 28752059 PMCID: PMC5514690 DOI: 10.1016/j.nicl.2017.07.004] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/15/2016] [Revised: 06/24/2017] [Accepted: 07/03/2017] [Indexed: 01/15/2023]
Abstract
Aims/hypotheses In adults, type 2 diabetes and obesity have been associated with structural brain changes, even in the absence of dementia. Some evidence suggested similar changes in adolescents with type 2 diabetes but comparisons with a non-obese control group have been lacking. The aim of the current study was to examine differences in microstructure of gray and white matter between adolescents with type 2 diabetes, obese adolescents and healthy weight adolescents. Methods Magnetic resonance imaging data were collected from 15 adolescents with type 2 diabetes, 21 obese adolescents and 22 healthy weight controls. Volumetric differences in the gray matter between the three groups were examined using voxel based morphology, while tract based spatial statistics was used to examine differences in the microstructure of the white matter. Results Adolescents with type 2 diabetes and obese adolescents had reduced gray matter volume in the right hippocampus, left putamen and caudate, bilateral amygdala and left thalamus compared to healthy weight controls. Type 2 diabetes was also associated with significant regional changes in fractional anisotropy within the corpus callosum, fornix, left inferior fronto-occipital fasciculus, left uncinate, left internal and external capsule. Fractional anisotropy reductions within these tracts were explained by increased radial diffusivity, which may suggest demyelination of white matter tracts. Mean diffusivity and axial diffusivity did not differ between the groups. Conclusion/interpretation Our data shows that adolescent obesity alone results in reduced gray matter volume and that adolescent type 2 diabetes is associated with both white and gray matter abnormalities. Type 2 diabetes and obesity in adolescents is associated with reduced gray matter volume. Type 2 diabetes was associated with significant regional changes in FA. FA reductions within these tracts were explained by increased RD. Mean diffusivity and axial diffusivity did not differ between the groups.
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Affiliation(s)
- Arie Nouwen
- School of Psychology, University of Birmingham, Birmingham, UK
| | - Alison Chambers
- School of Psychology, University of Birmingham, Birmingham, UK
| | | | - Suzanne Higgs
- School of Psychology, University of Birmingham, Birmingham, UK
| | | | | | - Harriet A Allen
- School of Psychology, University of Birmingham, Birmingham, UK
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88
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Hancock R, Pugh KR, Hoeft F. Neural Noise Hypothesis of Developmental Dyslexia. Trends Cogn Sci 2017; 21:434-448. [PMID: 28400089 PMCID: PMC5489551 DOI: 10.1016/j.tics.2017.03.008] [Citation(s) in RCA: 78] [Impact Index Per Article: 11.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2016] [Revised: 02/27/2017] [Accepted: 03/15/2017] [Indexed: 11/26/2022]
Abstract
Developmental dyslexia (decoding-based reading disorder; RD) is a complex trait with multifactorial origins at the genetic, neural, and cognitive levels. There is evidence that low-level sensory-processing deficits precede and underlie phonological problems, which are one of the best-documented aspects of RD. RD is also associated with impairments in integrating visual symbols with their corresponding speech sounds. Although causal relationships between sensory processing, print-speech integration, and fluent reading, and their neural bases are debated, these processes all require precise timing mechanisms across distributed brain networks. Neural excitability and neural noise are fundamental to these timing mechanisms. Here, we propose that neural noise stemming from increased neural excitability in cortical networks implicated in reading is one key distal contributor to RD.
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Affiliation(s)
- Roeland Hancock
- Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco (UCSF), 401 Parnassus Ave. Box-0984, San Francisco, CA 94143, USA; Science-based Innovation in Learning Center (SILC), 401 Parnassus Ave. Box-0984, San Francisco, CA 94143, USA.
| | - Kenneth R Pugh
- Haskins Laboratories, 300 George Street, New Haven, CT 06511, USA; Department of Linguistics, Yale University, 370 Temple Street, New Haven, CT 06520, USA; Department of Radiology and Biomedical Imaging, Yale University, 330 Cedar Street, New Haven, CT 06520, USA; Department of Psychological Sciences, University of Connecticut, 406 Babbidge Road, Storrs, CT 06269, USA
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco (UCSF), 401 Parnassus Ave. Box-0984, San Francisco, CA 94143, USA; Haskins Laboratories, 300 George Street, New Haven, CT 06511, USA; Department of Neuropsychiatry, Keio University School of Medicine, 35 Shinanomachi, Shinjuku-ku, Tokyo 160, Japan; Science-based Innovation in Learning Center (SILC), 401 Parnassus Ave. Box-0984, San Francisco, CA 94143, USA; Dyslexia Center, UCSF, 675 Nelson Rising Lane, San Francisco, CA 94158, USA.
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89
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Xia Z, Hancock R, Hoeft F. Neurobiological bases of reading disorder Part I: Etiological investigations. LANGUAGE AND LINGUISTICS COMPASS 2017; 11:e12239. [PMID: 28785303 PMCID: PMC5543813 DOI: 10.1111/lnc3.12239] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2016] [Accepted: 03/22/2017] [Indexed: 05/29/2023]
Abstract
While many studies have focused on identifying the neural and behavioral characteristics of decoding-based reading disorder (RD, aka developmental dyslexia), the etiology of RD remains largely unknown and understudied. Because the brain plays an intermediate role between genetic factors and behavioral outcomes, it is promising to address causality from a neural perspective. In the current, Part I of the two-part review, we discuss neuroimaging approaches to addressing the causality issue and review the results of studies that have employed these approaches. We assume that if a neural signature were associated with RD etiology, it would (a) manifest across comparisons in different languages, (b) be experience independent and appear in comparisons between RD and reading-matched controls, (c) be present both pre- and post-intervention, (d) be found in at-risk, pre-reading children and (e) be associated with genetic risk. We discuss each of these five characteristics in turn and summarize the studies that have examined each of them. The available literature provides evidence that anomalies in left temporo-parietal cortex, and possibly occipito-temporal cortex, may be closely related to the etiology of RD. Improved understanding of the etiology of RD can help improve the accuracy of early detection and enable targeted intervention of cognitive processes that are amenable to change, leading to improved outcomes in at-risk or affected populations.
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Affiliation(s)
- Zhichao Xia
- Department of Psychiatry and Weill Institute for Neurosciences, University of California San Francisco, USA
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, China
- Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal University, China
| | - Roeland Hancock
- Department of Psychiatry and Weill Institute for Neurosciences, University of California San Francisco, USA
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences, University of California San Francisco, USA
- Haskins Laboratories, USA
- Department of Neuropsychiatry, Keio University School of Medicine, Japan
- Dyslexia Center, University of California San Francisco, USA
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90
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Ulfarsson MO, Walters GB, Gustafsson O, Steinberg S, Silva A, Doyle OM, Brammer M, Gudbjartsson DF, Arnarsdottir S, Jonsdottir GA, Gisladottir RS, Bjornsdottir G, Helgason H, Ellingsen LM, Halldorsson JG, Saemundsen E, Stefansdottir B, Jonsson L, Eiriksdottir VK, Eiriksdottir GR, Johannesdottir GH, Unnsteinsdottir U, Jonsdottir B, Magnusdottir BB, Sulem P, Thorsteinsdottir U, Sigurdsson E, Brandeis D, Meyer-Lindenberg A, Stefansson H, Stefansson K. 15q11.2 CNV affects cognitive, structural and functional correlates of dyslexia and dyscalculia. Transl Psychiatry 2017; 7:e1109. [PMID: 28440815 PMCID: PMC5416713 DOI: 10.1038/tp.2017.77] [Citation(s) in RCA: 55] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/11/2016] [Revised: 02/22/2017] [Accepted: 02/23/2017] [Indexed: 02/07/2023] Open
Abstract
Several copy number variants have been associated with neuropsychiatric disorders and these variants have been shown to also influence cognitive abilities in carriers unaffected by psychiatric disorders. Previously, we associated the 15q11.2(BP1-BP2) deletion with specific learning disabilities and a larger corpus callosum. Here we investigate, in a much larger sample, the effect of the 15q11.2(BP1-BP2) deletion on cognitive, structural and functional correlates of dyslexia and dyscalculia. We report that the deletion confers greatest risk of the combined phenotype of dyslexia and dyscalculia. We also show that the deletion associates with a smaller left fusiform gyrus. Moreover, tailored functional magnetic resonance imaging experiments using phonological lexical decision and multiplication verification tasks demonstrate altered activation in the left fusiform and the left angular gyri in carriers. Thus, by using convergent evidence from neuropsychological testing, and structural and functional neuroimaging, we show that the 15q11.2(BP1-BP2) deletion affects cognitive, structural and functional correlates of both dyslexia and dyscalculia.
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Affiliation(s)
- M O Ulfarsson
- deCODE Genetics/Amgen, Reykjavik, Iceland,Faculty of Electrical and Computer Engineering, University of Iceland, Reykjavik, Iceland,deCODE Genetics/Amgen, Sturlugata 8, 101 Reykjavik, Iceland. E-mail: or
| | | | | | | | - A Silva
- Cardiff University Brain Imaging Research Center, Cardiff University, Cardiff, UK
| | - O M Doyle
- Institute of Psychiatry, King's College, London, UK
| | - M Brammer
- Institute of Psychiatry, King's College, London, UK
| | - D F Gudbjartsson
- deCODE Genetics/Amgen, Reykjavik, Iceland,Faculty of Physical Sciences, University of Iceland, Reykjavik, Iceland
| | - S Arnarsdottir
- deCODE Genetics/Amgen, Reykjavik, Iceland,Department of Psychiatry, Landspitali National University Hospital, Reykjavik, Iceland
| | | | | | | | - H Helgason
- deCODE Genetics/Amgen, Reykjavik, Iceland,Faculty of Electrical and Computer Engineering, University of Iceland, Reykjavik, Iceland
| | - L M Ellingsen
- Faculty of Electrical and Computer Engineering, University of Iceland, Reykjavik, Iceland
| | - J G Halldorsson
- Faculty of Medicine, University of Iceland, Reykjavik, Iceland
| | - E Saemundsen
- Faculty of Medicine, University of Iceland, Reykjavik, Iceland,The State Diagnosis and Counselling Center, Kopavogur, Iceland
| | | | - L Jonsson
- deCODE Genetics/Amgen, Reykjavik, Iceland
| | | | | | | | | | | | - B B Magnusdottir
- Department of Psychiatry, Landspitali National University Hospital, Reykjavik, Iceland,School of Business, University of Reykjavik, Reykavik, Iceland
| | - P Sulem
- deCODE Genetics/Amgen, Reykjavik, Iceland
| | - U Thorsteinsdottir
- deCODE Genetics/Amgen, Reykjavik, Iceland,Faculty of Medicine, University of Iceland, Reykjavik, Iceland
| | - E Sigurdsson
- Department of Psychiatry, Landspitali National University Hospital, Reykjavik, Iceland,Faculty of Medicine, University of Iceland, Reykjavik, Iceland
| | - D Brandeis
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland,Central Institute of Mental Health, University of Heidelberg Medical Faculty Mannheim, Mannheim, Germany
| | - A Meyer-Lindenberg
- Central Institute of Mental Health, University of Heidelberg Medical Faculty Mannheim, Mannheim, Germany
| | | | - K Stefansson
- deCODE Genetics/Amgen, Reykjavik, Iceland,Faculty of Medicine, University of Iceland, Reykjavik, Iceland,deCODE Genetics/Amgen, Sturlugata 8, 101 Reykjavik, Iceland. E-mail: or
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91
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Wang Y, Mauer MV, Raney T, Peysakhovich B, Becker BLC, Sliva DD, Gaab N. Development of Tract-Specific White Matter Pathways During Early Reading Development in At-Risk Children and Typical Controls. Cereb Cortex 2017; 27:2469-2485. [PMID: 27114172 PMCID: PMC5964366 DOI: 10.1093/cercor/bhw095] [Citation(s) in RCA: 69] [Impact Index Per Article: 9.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023] Open
Abstract
Developmental dyslexia is a neurodevelopmental disorder with a strong genetic basis. Previous studies observed white matter alterations in the left posterior brain regions in adults and school-age children with dyslexia. However, no study yet has examined the development of tract-specific white matter pathways from the pre-reading to the fluent reading stage in children at familial risk for dyslexia (FHD+) versus controls (FHD-). This study examined white matter integrity at pre-reading, beginning, and fluent reading stages cross-sectionally ( n = 78) and longitudinally (n = 45) using an automated fiber-tract quantification method. Our findings depict white matter alterations and atypical lateralization of the arcuate fasciculus at the pre-reading stage in FHD+ versus FHD- children. Moreover, we demonstrate faster white matter development in subsequent good versus poor readers and a positive association between white matter maturation and reading development using a longitudinal design. Additionally, the combination of white matter maturation, familial risk, and psychometric measures best predicted later reading abilities. Furthermore, within FHD+ children, subsequent good readers exhibited faster white matter development in the right superior longitudinal fasciculus compared with subsequent poor readers, suggesting a compensatory mechanism. Overall, our findings highlight the importance of white matter pathway maturation in the development of typical and atypical reading skills.
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Affiliation(s)
- Yingying Wang
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
- Harvard Medical School, Boston, MA 02115, USA
- Department of Special Education and Communication Disorders, University of Nebraska-Lincoln, Lincoln, NE 68583, USA
| | - Meaghan V. Mauer
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Talia Raney
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Barbara Peysakhovich
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Bryce L. C. Becker
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Danielle D. Sliva
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Nadine Gaab
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
- Harvard Medical School, Boston, MA 02115, USA
- Harvard Graduate School of Education, Cambridge, MA 02138, USA
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92
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Diagnosis of developmental learning and attention disorders in adults: A review of clinical modalities. ACTA ACUST UNITED AC 2017. [DOI: 10.1016/j.npbr.2016.11.006] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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93
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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: 60] [Impact Index Per Article: 8.6] [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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94
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Hancock R, Richlan F, Hoeft F. Possible roles for fronto-striatal circuits in reading disorder. Neurosci Biobehav Rev 2017; 72:243-260. [PMID: 27826071 PMCID: PMC5189679 DOI: 10.1016/j.neubiorev.2016.10.025] [Citation(s) in RCA: 45] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2015] [Revised: 09/13/2016] [Accepted: 10/27/2016] [Indexed: 01/18/2023]
Abstract
Several studies have reported hyperactivation in frontal and striatal regions in individuals with reading disorder (RD) during reading-related tasks. Hyperactivation in these regions is typically interpreted as a form of neural compensation related to articulatory processing. Fronto-striatal hyperactivation in RD could however, also arise from fundamental impairment in reading related processes, such as phonological processing and implicit sequence learning relevant to early language acquisition. We review current evidence for the compensation hypothesis in RD and apply large-scale reverse inference to investigate anatomical overlap between hyperactivation regions and neural systems for articulation, phonological processing, implicit sequence learning. We found anatomical convergence between hyperactivation regions and regions supporting articulation, consistent with the proposed compensatory role of these regions, and low convergence with phonological and implicit sequence learning regions. Although the application of large-scale reverse inference to decode function in a clinical population should be interpreted cautiously, our findings suggest future lines of research that may clarify the functional significance of hyperactivation in RD.
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Affiliation(s)
- Roeland Hancock
- Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, Box 0984, San Francisco, CA 94143, United States.
| | - Fabio Richlan
- Centre for Cognitive Neuroscience, University of Salzburg, Salzburg, Austria
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, Box 0984, San Francisco, CA 94143, United States; Haskins Laboratories, 300 George St #900, New Haven, CT 06511, United States; Department of Neuropsychiatry, Keio University School of Medicine, 35 Shinanomachi Shinjuku, Tokyo, 160-8582 Japan
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95
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Alahmadi N. New Approaches to the Diagnosis and Treatment of Learning Disabilities in an International Context. ZEITSCHRIFT FUR NEUROPSYCHOLOGIE 2016. [DOI: 10.1024/1016-264x/a000180] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Abstract. Learning disability (LD) is a term frequently used to describe neurological disorders affecting academic and school performance. Although often applied, this term is not precisely defined. While the new DSM-V has substantially redefined LD, problems still remain, including the influence of different cultural experiences and the near absence of proposals for the application of biomarkers in LD diagnosis. This paper discusses these issues and calls for more emphasis to be placed on the identification and application of biomarkers for LD diagnosis. In addition, it proposes that these biomarkers should be incorporated into a more comprehensive bio-psycho-social diagnosis model of LD.
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Affiliation(s)
- Nsreen Alahmadi
- Program of Higher Educational Studies, Department of Special Education, King Abdulaziz University, Saudi Arabia
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96
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Hancock R, Richlan F, Hoeft F. Possible roles for fronto-striatal circuits in reading disorder. Neurosci Biobehav Rev 2016. [PMID: 27826071 DOI: 10.1016/j.neubiorev.2016.10.025"] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Several studies have reported hyperactivation in frontal and striatal regions in individuals with reading disorder (RD) during reading-related tasks. Hyperactivation in these regions is typically interpreted as a form of neural compensation related to articulatory processing. Fronto-striatal hyperactivation in RD could however, also arise from fundamental impairment in reading related processes, such as phonological processing and implicit sequence learning relevant to early language acquisition. We review current evidence for the compensation hypothesis in RD and apply large-scale reverse inference to investigate anatomical overlap between hyperactivation regions and neural systems for articulation, phonological processing, implicit sequence learning. We found anatomical convergence between hyperactivation regions and regions supporting articulation, consistent with the proposed compensatory role of these regions, and low convergence with phonological and implicit sequence learning regions. Although the application of large-scale reverse inference to decode function in a clinical population should be interpreted cautiously, our findings suggest future lines of research that may clarify the functional significance of hyperactivation in RD.
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Affiliation(s)
- Roeland Hancock
- Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, Box 0984, San Francisco, CA 94143, United States.
| | - Fabio Richlan
- Centre for Cognitive Neuroscience, University of Salzburg, Salzburg, Austria
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, Box 0984, San Francisco, CA 94143, United States; Haskins Laboratories, 300 George St #900, New Haven, CT 06511, United States; Department of Neuropsychiatry, Keio University School of Medicine, 35 Shinanomachi Shinjuku, Tokyo, 160-8582 Japan
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97
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Lebel C, MacMaster FP, Dewey D. Brain metabolite levels and language abilities in preschool children. Brain Behav 2016; 6:e00547. [PMID: 27781150 PMCID: PMC5064348 DOI: 10.1002/brb3.547] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/11/2015] [Revised: 05/20/2016] [Accepted: 06/29/2016] [Indexed: 12/14/2022] Open
Abstract
INTRODUCTION Language acquisition occurs rapidly during early childhood and lays the foundation for future reading success. However, little is known about the brain-language relationships in young children. The goal of this study was to investigate relationships between brain metabolites and prereading language abilities in healthy preschool-aged children. METHODS Participants were 67 healthy children aged 3.0-5.4 years scanned on a 3T GE MR750w MRI scanner using short echo proton spectroscopy with a voxel placed in the anterior cingulate gyrus (n = 56) and/or near the left angular gyrus (n = 45). Children completed the NEPSY-II Phonological Processing and Speeded Naming subtests at the same time as their MRI scan. We calculated glutamate, glutamine, creatine/phosphocreatine, choline, inositol, and NAA concentrations, and correlated these with language skills. RESULTS In the anterior cingulate, Phonological Processing Scaled Scores were significantly correlated with glutamate, creatine, and inositol concentrations. In the left angular gyrus, Speeded Naming Combined Scaled Scores showed trend correlations with choline and glutamine concentrations. CONCLUSIONS For the first time, we demonstrate relationships between brain metabolites and prereading language abilities in young children. Our results show relationships between language and inositol and glutamate that may reflect glial differences underlying language function, and a relationship of language with creatine. The trend between Speeded Naming and choline is consistent with previous research in older children and adults; however, larger sample sizes are needed to confirm whether this relationship is indeed significant in young children. These findings help understand the brain basis of language, and may ultimately lead to earlier and more effective interventions for reading disabilities.
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Affiliation(s)
- Catherine Lebel
- Department of Radiology University of Calgary Calgary AB Canada; Child & Adolescent Imaging Research (CAIR) Program Alberta Children's Hospital Research Institute University of Calgary Calgary AB Canada
| | - Frank P MacMaster
- Child & Adolescent Imaging Research (CAIR) Program Alberta Children's Hospital Research Institute University of Calgary Calgary AB Canada; Department of Pediatrics University of Calgary Calgary AB Canada; Department of Psychiatry University of Calgary Calgary AB Canada; Mathison Centre for Mental Health Research & Education Hotchkiss Brain Institute University of Calgary Calgary AB Canada; Strategic Clinical Network for Addictions and Mental Health Alberta Health Services University of Calgary Calgary AB Canada
| | - Deborah Dewey
- Department of Pediatrics University of Calgary Calgary AB Canada; Department of Community Health Sciences University of Calgary Calgary AB Canada; Owerko Centre at the Alberta Children's Hospital Research Institute University of Calgary Calgary AB Canada
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98
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Vandermosten M, Hoeft F, Norton ES. Integrating MRI brain imaging studies of pre-reading children with current theories of developmental dyslexia: A review and quantitative meta-analysis. Curr Opin Behav Sci 2016; 10:155-161. [PMID: 27458603 DOI: 10.1016/j.cobeha.2016.06.007] [Citation(s) in RCA: 54] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
The neurobiological substrates that cause people with dyslexia to experience difficulty in acquiring accurate and fluent reading skills are still largely unknown. Although structural and functional brain anomalies associated with dyslexia have been reported in adults and school-age children, these anomalies may represent differences in reading experience rather than the etiology of dyslexia. Conducting MRI studies of pre-readers at risk for dyslexia is one approach that enables us to identify brain alterations that exist before differences in reading experience emerge. The current review summarizes MRI studies that examine brain differences associated with risk for dyslexia in children before reading instruction and meta-analyzes these studies. In order to link these findings with current etiological theories of dyslexia, we focus on studies that take a modular perspective rather than a network approach. Although some of the observed differences in pre-readers at risk for dyslexia may still be shaped by language experiences during the first years of life, such studies underscore the existence of reading-related brain anomalies prior to reading onset and could eventually lead to earlier and more precise diagnosis and treatment of dyslexia.
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Affiliation(s)
- Maaike Vandermosten
- University of California San Francisco, Department of Psychiatry and Weill Institute for Neurosciences, 401 Parnassus Ave., San Francisco CA 94143, USA; KU Leuven, Department of Psychology and Educational Science, L. Vanderkelenstraat 32, Leuven, Belgium
| | - Fumiko Hoeft
- University of California San Francisco, Department of Psychiatry and Weill Institute for Neurosciences, 401 Parnassus Ave., San Francisco CA 94143, USA; Haskins Laboratories, 300 George St. #900, New Haven CT 06511, USA; Keio University School of Medicine, Department of Neuropsychiatry, 35 Shinanomachi, Shinjuku-ku, Tokyo 160-8582, Japan
| | - Elizabeth S Norton
- Northwestern University, Roxelyn & Richard Pepper Department of Communication Sciences and Disorders, 2240 Campus Dr., Evanston IL 60208, USA
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99
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Gabay Y, Shamay-Tsoory SG, Goldfarb L. Cognitive and emotional empathy in typical and impaired readers and its relationship to reading competence. J Clin Exp Neuropsychol 2016; 38:1131-43. [DOI: 10.1080/13803395.2016.1199663] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
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100
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Woo YJ, Wang T, Guadalupe T, Nebel RA, Vino A, Del Bene VA, Molholm S, Ross LA, Zwiers MP, Fisher SE, Foxe JJ, Abrahams BS. A Common CYFIP1 Variant at the 15q11.2 Disease Locus Is Associated with Structural Variation at the Language-Related Left Supramarginal Gyrus. PLoS One 2016; 11:e0158036. [PMID: 27351196 PMCID: PMC4924813 DOI: 10.1371/journal.pone.0158036] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2015] [Accepted: 06/09/2016] [Indexed: 01/03/2023] Open
Abstract
Copy number variants (CNVs) at the Breakpoint 1 to Breakpoint 2 region at 15q11.2 (BP1-2) are associated with language-related difficulties and increased risk for developmental disorders in which language is compromised. Towards underlying mechanisms, we investigated relationships between single nucleotide polymorphisms (SNPs) across the region and quantitative measures of human brain structure obtained by magnetic resonance imaging of healthy subjects. We report an association between rs4778298, a common variant at CYFIP1, and inter-individual variation in surface area across the left supramarginal gyrus (lh.SMG), a cortical structure implicated in speech and language in independent discovery (n = 100) and validation cohorts (n = 2621). In silico analyses determined that this same variant, and others nearby, is also associated with differences in levels of CYFIP1 mRNA in human brain. One of these nearby polymorphisms is predicted to disrupt a consensus binding site for FOXP2, a transcription factor implicated in speech and language. Consistent with a model where FOXP2 regulates CYFIP1 levels and in turn influences lh.SMG surface area, analysis of publically available expression data identified a relationship between expression of FOXP2 and CYFIP1 mRNA in human brain. We propose that altered CYFIP1 dosage, through aberrant patterning of the lh.SMG, may contribute to language-related difficulties associated with BP1-2 CNVs. More generally, this approach may be useful in clarifying the contribution of individual genes at CNV risk loci.
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Affiliation(s)
- Young Jae Woo
- Department of Genetics, Albert Einstein College of Medicine, Bronx, United States of America
| | - Tao Wang
- Department of Epidemiology & Population Health, Albert Einstein College of Medicine, Bronx, United States of America
| | - Tulio Guadalupe
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands
| | - Rebecca A. Nebel
- Department of Genetics, Albert Einstein College of Medicine, Bronx, United States of America
| | - Arianna Vino
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands
| | - Victor A. Del Bene
- The Sheryl and Daniel R. Tishman Cognitive Neurophysiology Laboratory, Children's Evaluation and Rehabilitation Center (CERC), Albert Einstein College of Medicine, Bronx, United States of America
- Department of Pediatrics, Albert Einstein College of Medicine, Bronx, United States of America
- Dominick P. Purpura Department of Neuroscience, Albert Einstein College of Medicine, Bronx, United States of America
| | - Sophie Molholm
- The Sheryl and Daniel R. Tishman Cognitive Neurophysiology Laboratory, Children's Evaluation and Rehabilitation Center (CERC), Albert Einstein College of Medicine, Bronx, United States of America
- Department of Pediatrics, Albert Einstein College of Medicine, Bronx, United States of America
- Dominick P. Purpura Department of Neuroscience, Albert Einstein College of Medicine, Bronx, United States of America
| | - Lars A. Ross
- The Sheryl and Daniel R. Tishman Cognitive Neurophysiology Laboratory, Children's Evaluation and Rehabilitation Center (CERC), Albert Einstein College of Medicine, Bronx, United States of America
- Department of Pediatrics, Albert Einstein College of Medicine, Bronx, United States of America
- Dominick P. Purpura Department of Neuroscience, Albert Einstein College of Medicine, Bronx, United States of America
| | - Marcel P. Zwiers
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands
| | - Simon E. Fisher
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - John J. Foxe
- The Sheryl and Daniel R. Tishman Cognitive Neurophysiology Laboratory, Children's Evaluation and Rehabilitation Center (CERC), Albert Einstein College of Medicine, Bronx, United States of America
- Department of Pediatrics, Albert Einstein College of Medicine, Bronx, United States of America
- The Cognitive Neurophysiology Laboratory, Nathan S. Kline Institute for Psychiatric Research, Orangeburg, United States of America
- Dominick P. Purpura Department of Neuroscience, Albert Einstein College of Medicine, Bronx, United States of America
| | - Brett S. Abrahams
- Department of Genetics, Albert Einstein College of Medicine, Bronx, United States of America
- Dominick P. Purpura Department of Neuroscience, Albert Einstein College of Medicine, Bronx, United States of America
- * E-mail:
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